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THE STATE UNIVERSITY AND THE NEW SOUTH 

THE UNIVERSITY OF NORTH CAROLINA 






THE STATE UNIVERSITY 


AND 


THE NEW SOUTH 


BEING 


THE PROCEEDINGS OF THE 


INAUGURATION OF HARRY WOOD- | 


BURN 


CHASE AS PRESIDENT OF 


THE UNIVERSITY OF NORTH CARO- | 


LIN A 


^* ^* 1^* ^^W ^* %£^ t^* 




CHAPEL HILL, N. C. 




APRIL 28, 1920 






T^J ®f h). 

OCT 25 J^2Q 



INAUGURAL PROGRAMME 



INAUGURAL EXERCISES 

IN MEMORIAL HALL 

at one-thirty o'clock 
Governor Thomas Walter Bickett, presiding 

MUSIC 

Coronation March {The Prophet) — Myerbeer 
The University Orchestra 

INVOCATION 

Joseph Blount Cheshire 
Bishop of the Diocese of North Carolina 

THE HIGHER EDUCATION AND ITS PRESENT TASK 

Abbott Lawrence Lowell 

President of Harvard University 

John Grier Hibben 
President of Princeton University 

Charles Riborg Mann 

Chairman of the Advisory Board of the War Plans 

Division of the General Staff 

MUSIC 

Omnipotence — Schubert 
The University Orchestra 

PRESENTATION OF THE PRESIDENT 

Francis Preston Venable 
Venable Professor of Chemistry 



6 Cte ^tate Winihtx^itv anb tfje ^etu ^outfj 

ADMINISTRATION OF THE OATH OF OFFICE 

Walter Clark 
Chief Justice of the Supreme Court of North Carolina 

INDUCTION INTO OFFICE 

Thomas Walter Bickett 

Governor of North Carolina 

INAUGURAL ADDRESS 

Harry Woodburn Chase 

President of the University of North Carolina 

THE UNIVERSITY HYMN 

The University Glee Club and The University Orchestra 

(The audience is requested to rise and join in the singing) 

GREETINGS 

state universities 

Edvi'in Anderson Alderman 

President of the University of Virginia 

the colleges of the state 

William Louis Poteat 

President of Wake Forest College 

the public SCHOOLS 

Eugene Clyde Brooks 
Superintendent of Public Instruction 

the alumni 

William Nash Everett 

Of the Class of 1886 



t^fje Wini\)tviitv oi Movif) Carolina 7 

the student body 

Edwin Emerson White 

Of the Class of 1920 

the faculty 

Archibald Henderson 

Professor of Pure Mathematics 

BENEDICTION 
Bishop Joseph Blount Cheshire 

MUSIC 

March — Chambers 

The University Orchestra 

(The audience is requested to stand while the Academic Pro- 
cession is passing out) 

DINNER AT SWAIN HALL 
at 6:30 P.M. 

RECEPTION IN BYNUM GYMNASIUM 
at 9:30 P.M. 



8 Ctie ^tate ^Hnibersiitp anb tfje J^eto ^outfj 



ORDER OF ACADEMIC PROCESSION 

Professor Andrew H. Patterson 
Grmxd Marshal 



FIRST DIVISION 

STUDENT BODY WITH EXCEPTION OF GRADUATES AND 

SENIORS 
To assemble at the Law Building at a quarter before one o'clock 

Beemer Clifford Harrell 
Marshal 

PROFESSIONAL SCHOOLS 
SENIOR LAW CLASS 

Frederick O. Bowman, President 

junior law class 
Ernest McArthur Currie, President 

second year medical class 
Graham Ramsay, A. B., President 

first year medical class 
Sellers M. Crisp, Jr., President 

pharmacy class 
John Creighton Mills, President 

THE COLLEGE 
JUNIOR class 

John H. Kerr, President 

sophomore class 
Joseph Altira McLean, President 

freshman class 
Allen H. McGehee, President 



^fje ^nibersiitp of ^rtfj Carolina 9 

SECOND DIVISION 

ALUMNI OF THE UNIVERSITY OF NORTH CAROLINA 

To assemble at the University Inn at a quarter before 
one o'clock 

Col. Albert L. Cox 
Marshal 

THIRD DIVISION 

FACULTIES OF NORTH CAROLINA COLLEGES EXCEPT 

DELEGATES, COUNTY AND CITY SUPERINTENDENTS 

OF NORTH CAROLINA SCHOOLS, AND TEACHERS 

IN PUBLIC AND PRIVATE SCHOOLS 

To assemble in the Geological Laboratory in the New East 
Building at a quarter before one o'clock 

Professor Nathan Wilson Walker, B. A. 
Marshal 

FOURTH DIVISION 

COUNCIL OF STATE; STATE OFFICERS; COMMITTEES AND 
MEMBERS OF THE GENERAL ASSEMBLY 

To assemble in the lecture room in Chemistry Hall at a 
quarter before one o'clock 

Louis Round Wilson, Ph. D. 
Marshal 

FIFTH DIVISION 

TRUSTEES OF THE UNIVERSITY 

To assemble in the office of the Business Manager of the 
University at a quarter before one o'clock 

Professor James Munsie Bell, Ph. D. 
Marshal 



10 Wbt ^tate WLniUtsiity anh tfje J^eto ^outfj 



SIXTH DIVISION 

MEMBERS OF THE GRADUATE SCHOOL AND SENIOR CLASS 
OF THE COLLEGE 

To assemble in the Old East Building at a quarter before 
one o'clock 

John Pipkin Washburn 
Marshal 



SEVENTH DIVISION 

JUSTICES OF THE SUPREME COURT OF NORTH CAROLINA 

To assemble in the Treasurer's office in the Alumni Hall at a 
quarter before one o'clock 

Professor Patrick Henry Winston 
Marshal 

Walter Clark, LL. D., Chief Justice 
Platt D. Walker, LL. D., Associate Justice 
George H. Brown, LL. D., Associate Justice 
William A. Hoke, LL. D., Associate Justice 
William R. Allen, LL. D., Associate Justice 



Efje Wlni\itvsiitp of i^ortfj Carolina ii 

EIGHTH DIVISION 

DELEGATES OF LEARNED AND PROFESSIONAL SOCIETIES 
AND ASSOCIATIONS IN THE ORDER OF SENIOR- 
ITY OF THEIR ORGANIZATION 

To assemble in the lecture room No. 2, in Alumni Hall, at a 
quarter before one o'clock 

Professor Parker Hayvvard Daggett, S. B. 
Marshal 

Boston Society of Natural History 

Professor Collier Cobb, Sc. D. 
American Oriental Society 
American Society of Civil Engineers 

Brent Skinner Drane, S. M. 
American Institute of Mining and Metallurgical Engineers 

Professor Joseph Hyde Pratt, Ph. D. 
American Association for the Advancement of Science 

Professor Francis Preston Venable, Ph. D., 
Sc. D., LL. D. 
American Library Association 

Louis Round Wilson^ Ph. D. 
American Chemical Society 

Charles Holmes Herty, Ph. D. 
North Carolina Teachers' Assembly 

Superintendent S. B. Underwood 
Archaeological Institute of America 

Professor A. Mitchell Carroll, Ph. D. 
American Society of Naturalists 

Professor Henry V. Wilson, Ph. D. 



12 Cte ^tate Winitittsiitp anb tfje iBeta ^outfi 

American Institute of Electrical Engineers 

Professor William Hand Browne, A. B. 
American Historical Association 

Professor William K. Boyd, Ph. D. 
American Folklore Society 

Professor Frank Clyde Brown, Ph. D. 
National Geographic Society 

Professor Collier Cobb, Sc. D. 
Geological Society of America 

Professor L. C. Glenn, Ph. D. 
Confederate Memorial Literary Society 

Mrs. E. E. Moffitt 
American Psychological Association 

Dr. J. F. Dashiell 
General Education Board 

Edwin Anderson Alderman, D. C. L., LL. D. 
American Philosophical Association 

Professor E. B. Brooks 
Southern Medical Association 

Dr. George W. Cooper 
American Country Life Association 

Professor E. C. Branson 
American Sociological Society 

Professor E. C. Branson 
North Carolina Academy of Science 

R. W. Leiby, S.M. 
American Council on Education 

Samuel Paul Capen, Ph. D., Director 



tlTfje ?Hnifaer«it|> of i^ortfj Carolina 13 

NINTH DIVISION 

DELEGATES OF UNIVERSITIES AND COLLEGES IN THE 
ORDER OF SENIORITY OF THEIR ORGANIZATION 

To assemble in No. 10 Alumni Hall at a quarter before 
one o'clock 

Professor Charles Lee Raper, Ph. D. 
Marshal 

Cambridge University 

Professor Frank Morley, Sc. D. 

Harvard University 

President Abbott Lawrence Lowell, LL. D. 

St. John's College 

President Thomas Fell, Ph. D., D. C. L., LL. D. 

Yale University 

Professor Wilbur C. Abbott, B. Litt., A. M. 

Princeton University 

President John Grier Hibben, Ph. D., LL. D., 
L. H. D. 

Columbia University, Barnard College, Teachers' College 
Dean George B. Pegram, Ph. D. 

Washington and Lee University 

President Henry Louis Smith, LL. D. 

Dartmouth College 

Hon. Geo. H. Moses, Senator from New Hamp- 
shire. 

Brown University 

William Vail Kellen, Ph. D., LL. D. 

Salem Academy and College 

President Howard E. Rondthaler, A. M., D. D. 



University of Maryland, School of Medicine and College of 
Physicians and Surgeons 

Dr. Alexius McGlannan 
Union College 

Rev. Ephraim C. Murray, D. D. 
University of Pittsburgh 

Chancellor Samuel Black McCormick, LL. D. 

University of South Carolina 

President William Spenser Currell, LL. D. 
University of Virginia 

President Edwin Anderson Alderman, D- C. L.. 
LL. D. 
Amherst College 

Rev. Aaron Burtis Hunter, D. D., Alumnus 
George Washington University 

Dr. Eric A. Abernethy, Alumnus 
Washington and Jefiferson College 

Dr. David J. Wood, Alumnus 
Trinity College (Conn.) 

Rt. Rev. Joseph B. Cheshire, A. M., D. D., 
Alumnus 
University of Rochester 

Professor James Holly Hanford, Ph. D., Alumnus 

Oxford College (N. C.) 

President F. B. Hobgood, A. M., D. D. 
Western Reserve University 

John R. Ruggles, A. B., Alumnus 
McCormick Theological Seminary 

Rev. T. H. McConnell, D. D., Alumnus 
Randolph-Macon College 

President Robert Emory Blackwell, LL. D. 



Slje ©nibergitp of iBtortij Carolina 15 

Wesleyan University 

Professor Arthur M. Gates, Alumnus 
New York University 

Professor Herman Harrell Horne, Ph. D. 
University of Alabama 

President George H. Denny, LL. D. 

Lafayette College 

President John H. MacCracken, LL. D. 

Oberlin College 

Dr. Joseph L. Daniels, Alumnus 
University of Toronto 

Dr. George Herbert Locke, Alumnus 

Medical College of Virginia 

President Stuart McGuire, M. D. 

Union Theological Seminary 

Rev. Isaac M. Pittenger, D. D., Alumnus 

Guilford College 

President Raymond Binford, Ph. D. 

Mount Holyoke College 

Professor Mary Vance Young, Ph. D. 
Davidson College 

President Wm. J. Martin, LL. D. 
Swarthmore College 

J. Wilmer Pancoast, B. S., Alumnus 
Erskine College 

President James Strong Moffatt, D. D. 
Hollins College 

President Matty L. Cocke 

Haverford College 

Mr. W. a. Blair, Alumnus 



16 Cfie ^tate Wini\}txiity anti tfje iSeto ^outf) 

Greensboro College for Women 

President Samuel Bryant Turrentine, D. D. 

Saint Mary's School 

Rev. Warren W. Way, Rector 

University of Notre Dame 

Rev. John William Cavanaugh, D. D. 

State University of lowra 

Major Percy E. Van Nostrand, U. S. A. 

Grinnell College 

President John Hanson Thomas AIain, LL. D, 

Trinity College (N. C.) 

Dean William H. Wannamaker, Ph. D. 

Wofford College 

President Henry Nelson Snyder, LL. D. 

Peace Institute 

President Mary Owen Graham 

Catawba College 

President A. D. Wolfinger, D. D. 

The Pennsylvania State College 

David E. Roberts, A. B., Alumnus 

Vassar College 

Mrs. Charles Baker, Alumna 

Massachusetts Institute of Technology 

Professor Thomas Felix Hickerson, A. M., S. B. 
(U. N. C), Alumnus 

Cornell University 

Professor William Henry Glasson, Ph.D. (Trin- 
ity College, N. C), Alumnus 



tKfje ^H nibergjtp of j^orrt) Carolina 17 

Michigan Agricultural College 

Dr. Wm. a. Taylor, U. S. Department of Agri- 
culture 

University of Maine 

C. N. Rackliffe, a. B., Alumnus 
Lehigh University 

Wallace Carl Riddick, LL. D. ( President N. C. 
College of Agriculture and Engineering), 
Alumnus 
University of Wyoming 

Dr. Irene W. Morse 

University of California 

Professor David T. Mason 

Purdue University 

Professor Gorrell Shumaker (N. C. College of 
Agriculture and Engineering), Alumnus 

University of Cincinnati 

President Charles William Dabney, LL. D. 

Stevens Institute of Technology 

J. L. CoKER, B. S., Alumnus 

Smith College 

Professor John Spencer Bassett, Ph.D. 

Vanderbilt University 

Professor Edwin Mims, Ph. D. 

Wellesley College 

Mrs. Alvin Sawyer Wheeler, A. B., Alumna 

Johns Hopkins U^niversity 

Dean John Holladay Latane, Ph. D. 

University of Colorado 

Lawrence Earl Hinkle, A.M. (Professor, N. C. 
College of Agriculture and Engineering), 
Alumnus 



18 tirtje ^tate Wini\)tx&it^ anb ti)e i^eto ^outfi 

State Normal School for Women (Farmville, Va.) 
Professor James M. Grainger, A. M. 

University of North Dakota 

Professor Frederick Henry Koch, A. M. (Profes- 
sor, U. N. C.) 

Radcliffe College 

Professor Mary Shannon Smith 

Georgia School of Technology 

President Kenneth Gordon Matheson, LL. D. 

Winthrop Normal and Industrial College 

President D. B. Johnson, LL. D. 

North Carolina State College of Agriculture and Engineering 
Professor William Alphonso Withers, Sc. D. 

North Carolina College for Women 

President Julius Isaac Foust, LL. D. 

Leland Stanford University 

Professor Ernest E. Baucomb (Professor, N. C. 
State College for Women), Alumnus 

Meredith College 

President Charles E. Brewer, Ph. D. 

Randolph-Macon Woman's College 

President D. R. Anderson 

University of Arizona 

President Rufus Bernhard von Kleinsmid, Sc. D. 
Lenoir College 

President J. C. Peery 
Elon College 

Professor J. U. Newman, D. D. 
Carnegie Institute of Technology 

President Arthur Arton Hamerschlag, LL. D. 



Wl)t ®nibersiitp of iO^ortfj Carolina 19 

Converse College 

President Robert Paine Pell, Litt. D. 
East Carolina Teachers Training School 

President Robert Herring Wright, B. S. 

Sweet Briar College 

President Emilie Watts McVea, Litt. D. 
George Peabody College for Teachers 

President Bruce Ryburn Payne, Ph. D. 
Clark University and Clark College 

Professor Ivan E. McDougle (Sweet Briar Col- 
lege) 
Rice Institute 

President Edgar Odell Lovett, LL. D. 
Coker College 

President Enoch Walter Sikes, Ph. D. 

TENTH DIVISION 

faculty of the university of north CAROLINA 

To assemble in the Dean's office in Alumni Hall at a quarter 
before one o'clock 

Dean George Howe, Ph. D. 
Marshal 

ELEVENTH DIVISION 

To assemble in the President's Room in Alumni Hall at a 
quarter before one o'clock 

Professor J. G. de Roulhac Hamilton, Ph. D. 

Marshal 

George Tayloe Winston, A. M., LL. D. 

President of the University of North Carolina, 1891-1896 



20 Wf)t ^tate Winiiitv^itv anti tfje ileto ^outij 

Edwin Anderson Alderman, D. C. L., LL. D. 

President of the University of Virginia 

President of the University of North Carolina, 1896-1900 

Francis Preston Venable, Ph. D., Sc. D., LL. D. 

President of the University of North Carolina, 1900-1914 

Harry Woodburn Chase, Ph. D. 
President of the University of North Carolina 

Thomas Walter Bickett, LL. D. 
Governor of North Carolina 

Josephus Daniels, LL. D. 
Secretary of the Navy 

Abbott Lawrence Lowell, LL. D. 
President of Harvard University 

John Grier Hibeen, LL. D. 
President of Princeton University 

Charles Riborg Mann, Ph. D., Sc. D. 

Chairman of the Advisory Board of the War Plans Division 

of the General Staff 

Walter Clark, LL. D. 
Chief Justice of the Supreme Court of North Carolina 

Rt. Rev. Joseph Blount Cheshire, A. M., D. D. 
Bishop of the Diocese of North Carolina 

William Louis Poteat, LL. D. 
President of Wake Forest College 

Eugene Clyde Brooks, LL. D. 
Superintendent of Public Instruction 

Francis D. Winston 
Chairman of the Trustees' Inauguration Committee 



tlTfje Winihtxiiitp of ^ortlj Carolina 21 

William Nash Everett 
Of the Class of 1886 

Edwin Emerson White 
Of the Class of 1920 

Archibald Henderson, Ph. D., D. C. L. 

Professor of Pure Mathematics 



22 tlTfjc ^tate WinMv&ity anb ti)e J^efco ^outf) 



INAUGURATION COMMITTEE 

Archibald Henderson 
Chairman of the Faculty Committee 

FACULTY 

Andrew H. Patterson J. G. de Roulhac Hamilton 

George Howe Louis R. Wilson 

Parker H. Daggett Charles T. Woollen 

James B. Bullitt Walter D. Toy 

Alvin S. Wheeler 
Secretary 

Francis D. Winston 
Chairman of the Trustees' Committee 

TRUSTEES 
A. H. Eller Julian S. Carr 

Charles Lee Smith W. P. Bynum 



THE STATE UNIVERSITY AND 
THE NEW SOUTH 



INTRODUCTORY 

Governor Thomas Walter Bickett 

When the achievements of the Twentieth Century 
shall be viewed in the dry light of history, I hazard 
the opinion that it will be recorded that the most 
wholesome contribution this Century made to the 
progress of civilization was not wireless telegraphy 
nor flying machines nor submarines, but was universal 
acknowledgement by enlightened peoples that a man's 
life should be measured by its relation to the common 
good. The significance and potency of this contribu- 
tion will be seen to rest on the fact that the acknow- 
ledgement was not merely verbal, but was made in 
terms of service and self denial. 

It is now elementary to say that Christianity is 
not a creed, but a life. Faith itself is submitted to 
the acid test of facts. Likewise governments are no 
longer classified according to forms through which they 
express themselves, but rather according to the measure 
of opportunity to grow that the government guarantees 
to the average man and according to the humane 
provisions made for those who through no fault of 
their own are unable to care for themselves. 

This ideal of civic righteousness finds robust support 
in this venerable seat of learning. The founders of 
this University and all those who have followed in 



24 Cfje ^tate Winiiitv^it}> anh tfie J^eto ^outlj 

their footsteps conceived that the mission of this 
University is to accurately interpret and courageously 
advance the noblest aspirations of our people. 

Ours is distinctly a Christian civilization. Our 
people are anchored to a rock-ribbed faith in the 
Ten Commandments and the Sermon on the Mount. 
Therefore it is seemly that the Inauguration of the 
Tenth President of this University should be opened 
by invoking Divine guidance and blessings. The Rt. 
Reverend Joseph Blount Cheshire, Bishop of North 
Carolina, will lead us in prayer. 

INVOCATION 

Bishop Joseph Blount Cheshire, of the Diocese of 
North Carolina 

O God, our Preserver, our Father, the Fountain of 
all Wisdom, the Source of Truth and Light ; be 
with us as we here gather in Thy presence, and 
prosper Thou the work of our hands, and the 
aspiration of our hearts, for the enlightenment, the 
development, the Christian nurture, of our Country, 
and especially of the youth of our land. 

Thou hast been with us in the past. Our fathers 
have told us of Thy noble works in their time of 
old ; and our eyes have seen Thy presence, and our 
hearts recognize with gratitude Thy continued good- 
ness, in the peace and plenty, the prosperity and power, 
with which Thou dost now bless our State and 
Nation. 

May we have grace and wisdom to use these Thy 
gifts for the true welfare of Thy people, for the 



^f)t ©nibergitp of i^ortl) Carolina 25 

cause of Truth, Righteousness, and Humanity, not 
only within our own borders, but for all the family 
of Thy children to the ends of the earth. And may 
we ever bear in mind the lessons of the past, in 
Thy judgments executed upon those who misuse Thy 
gifts of prosperity and power. 

We implore Thy continued blessing upon our whole 
country; upon our President, and all our Federal 
authorities ; upon our Governor, our Judges, our Law- 
makers ; and upon all who in their several stations 
serve Thee by faithfully serving Thy people. 

We invoke Thy Spirit of Light and Truth upon 
this our State University, upon all its officers, teachers 
and students. Give the Spirit of Wisdom to all those 
who are here clothed with the authority of govern- 
ment ; and grant a ready will and a docile heart to 
all who here prepare for the duties of life. 

Especially, we implore Thy grace and guidance for 
him who is now called to the service of leadership 
and administration in this great institution ; that he 
may guard its interests, extend its influence, and 
make its light to shine into all our dark places, for 
the cleansing of our land from ignorance, prejudice 
and error. Give him a deep sense of the duty and 
responsibility laid upon him, that with an humble and 
valiant spirit he may gird up his loins for his task. 
And do Thou, from Whom cometh every good and 
perfect gift, illumine his mind, strengthen his heart, 
and sanctify his will ; that he may faithfully bear his 
part in the accomplishment of Thy great purposes 
for the good of the world and for the welfare of 
our State and people. 



26 Cfie B>tatt ?Hniber gitj> antr tfie J^etu ^outfj 

We ask all in the Name of our Lord and Saviour 
Jesus Christ, Who has taught us, when we pray, to 
say: 

Our Father, Who art in Heaven, hallowed be Thy 
Name; Thy Kingdom come, Thy Will be done, on 
earth as it is in Heaven. Give us this day our daily 
bread. Forgive us our trespasses as we forgive those 
who trespass against us. Lead us not into temptation 
but deliver us from evil. For Thine is the Kingdom, 
the Power and the Glory. Amen. 

THE HIGHER EDUCATION AND 
ITS PRESENT TASK 

FORMALISM IN EDUCATION 

President Abbott Lawrence Lowell, of Harvard 
University 

Production on a large scale requires mechanical 
contrivances, labor-saving devices, that will turn out 
many articles of a kind; and therefore, as a people 
devoted to large scale production, we like such con- 
trivances and tend to do things by mechanical pro- 
cesses. Now popular education is certainly conducted 
on an enormous scale, and yet mechanical methods 
have disadvantages when applied to teaching. Instead 
of treating a raw material of uniform quality, we are 
dealing in education with units of endless variety; 
for children are not alike, and the object should not 
be to reduce them to uniformity, but to bring to 
perfection their natural, varying qualities. 

Education in all grades a century ago followed fixed 
curricula, but with the increase in the number of 



Cfje ^nibersiitp of i^ortf) Carolina 27 

subjects brought within the scope of systematic study, 
and in the careers for which they prepare, a uniform 
course of teaching has become impossible in any period 
above the elementary schools. The growing diversity 
of subjects would have involved no small difficulty 
in the mechanism had it not been solved by the system 
of credits for courses. Each course was treated as 
an equal independent unit and the completion of the 
work in the school or college was measured by the 
attainment of a fixed number of credits. This system 
adapts itself readily to any complication of subjects, 
but has given to our schooling a highly mechanical 
character. The result is a strange opportunity for 
obtaining a diploma without an education. 

To confer, as we do, the diploma in school or college, 
solely for an accumulation of credits for courses, 
inevitably means disregard of the correlation of the 
knowledge acquired and neglect of the result of the 
whole education on the mind of the pupil. He need 
not have pursued any subject long enough to learn 
it, but may have made up the required number of 
credits out of heterogeneous fragments ; his store of 
knowledge may resemble an intellectual junk shop — 
largely perishable at that. In the cards actually sent 
in by applicants for admission to college, the elements 
that go to make up the high school course include, 
in addition to commercial courses, credits for such 
subjects as the following: spelling, public-speaking, 
debating, glee club, orchestra, band, declamation, 
elocution, expression, dramatic art, physical training, 
gymnastics and football. Good in themselves, they are 
but by-products or extra curriculum activities rather 
than a proper integral part of a sound secondary 



28 Wi)t B>tatt Mntbergitp anb tije i^eto ^outij 

education. In one case that I saw, the high school 
record consisted, besides four years of English, of a 
couple of years Spanish; some algebra; a little plane 
geometry; one year each of American history, general 
science, chemistry, commercial arithmetic and book- 
keeping; a year and a half manual training; glee club 
running through three years ; and one year of "quar- 
tette." That is, of course, an extreme case, but the 
same defect occurs in a lesser degree in many school 
records. In the colleges some sort of order exists, 
no doubt, at the present time — less, so far as I can 
gather, in the public schools. 

In the professional schools, such as those of law, 
medicine and engineering, the case is different ; there 
we find either a fixed curriculum, or a set of courses 
forming a part of a recognized body of professional 
knowledge. The student is working on an intelligible 
plan. The instruction forms a more or less consistent 
whole; but in schools and colleges the downfall of 
the old curriculum has often been succeeded by 
chaos. 

Another evil flowing from the system of credits 
which all count alike is the failure to encourage 
excellence, by allowing mediocrity to count as much 
as excellence. In the great English universities a pass 
degree is of little value, while a high position in an 
honor class opens the gateway to a career. A foreign 
born citizen told me the other day that the first genera- 
tion of emigrants of his race were eager to carry 
their education as far as they could ; but that the 
second generation lack this ambition and find their 
chief interest in athletic prowess and non-academic 
pursuits. If this is generally true, it is a very serious 



Ct)e Winibtviitv of Mottf) Carolina 29 



matter; and the reason for it is plainly the lack of 
stimulus to excellence in our schools and colleges — a 
lack of which, I submit, is due to the mechanical 
nature of our system. An educational policy that fails 
to stimulate the able pupil to strive for superiority, 
has failed in its most important function, is doomed 
to impotence, and is unworthy of a great nation. 

Mechanical processes in education have, indeed, 
drawbacks of many kinds. Our system of credits 
makes the course an end, instead of the means to an 
end ; leads the student to aim at passing a course 
instead of acquiring knowledge, and the instructing 
staff to fix their attention upon carrying through a 
process instead of attaining a result. Passing a course 
is a very different thing from learning a subject, and 
measuring knowledge in terms of the courses 
traversed a very different thing from measuring 
difference between estimating the amount of gasoline 
in a tank by computing the number of gallons poured 
into it when there are holes in the tank, and measuring 
the actual amount of gasoline there. Students who 
know that their progress depends upon the courses 
passed are apt to look on getting through with it as 
the object of a course. They are like Cooke's tourists 
in the picture galleries of Europe, checking off in 
their guide-books the pictures they have hastily seen 
and straightway forgotten. Everyone knows how 
rapidly the knowledge acquired in a single course 
upon a subject fades away if there is no motive for 
keeping it fresh. A well educated Englishman is 
said to be one who has forgotten Greek ; and perhaps 
Americans ought to be regarded as particularly well 
educated, because of the number of things they have 



30 Cte ^tate Winihttsiitv anb tte i^eto ^outfi 

barely touched upon in their school days and then 
forgotten. 

One of the worst offenders in the short-sighted 
regard for processes without considering results is 
to be found in medicine; and the offense is part of 
a highly laudable effort to improve pre-medical edu- 
cation. Admission to a medical school is usually open 
only to persons who have taken in college certain 
courses in chemistry, physics and biology; and the 
Report on Education Preliminary to the Study of 
Medicine made to the American Medical Association 
in 1918 prescribes the courses to be so required, with 
the number of hours for each. The intention is 
excellent, but the means adopted are somewhat unfor- 
tunate. A man who has learned these subjects in 
any other way than by a college course is not 
admissible, and this may happen; while on the other 
hand a course in chemistry, for example, taken in 
the Freshman year and almost forgotten before the 
end of the college course suffices, and that often 
happens. This is even more true of the pre-medical 
requirement of languages. In not more than one case 
out of four does a course in German bring the student 
to the point of reading the language for practical 
purposes ; but the language can, and often is, acquired 
in other ways than by college courses; and, in fact, 
the student who can read German fluently has com- 
monly learned to do so outside the college. Now 
in other ways than by college courses ; and, in fact, 
French or German before admission to a medical 
school, and the test would be a real value ; but the 
requiring of a course in the subject does not measure 
the ability to read, and is therefore of little value. 



^fje Winibtxiitv of i^ortfj Carolina 31 

Sometimes the medical requirement verges on 
tyranny. This is the case in a state where the 
graduates of a medical school are refused a license 
to practice not only unless they, as individuals, have 
taken in college certain prescribed courses — such as 
chemistry, physics, biology, French or German — but 
unless the medical school from which they graduate 
makes that requirement of every one of its students, 
including those who do not intend to practice in that 
state at all. If such a requirement were strictly 
followed, a young man who had taken a course in 
German but could not read it would be admissible 
to the medical school ; but one who had learned by 
residence abroad to read German fluently and had 
not taken a course in it in college would be excluded. 
Mark, I am not objecting to educational requirements 
before admission to a medical school, but to the 
mechanical form of the requirements. The supreme 
harm done by provisions of such a mechanical char- 
acter is not to the individual student or to the 
institution, but lies in inculcating a false standard in 
the community and encouraging principles positively 
dangerous to American education. The system tends 
to check efforts for better methods and more sound 
standards. The object is good, but should be sought 
in a better way. 

Mechanical methods of measurement are the easiest 
to apply. To award the high school diploma on 
completing credits for sixteen units and the college 
degree on accumulating credits for sixteen courses, to 
require for admission to a medical school that certain 
courses should have been taken in college, is a simple 
form of procedure, easy to apply and easy to explain ; 



32 ^^t ^tate MniUv^itv anb tfje ^eto ^cutf) 

whereas the actual knowledge stored away and the 
ability to use methods of thought are much more 
difficult to measure; and to people accustomed to our 
mechanical system of credits, the attempt to measure 
actual results may seem strange. If an actual measure- 
ment of proficiency is difficult, it is not impossible. 
We have already observed that the ability to use 
languages can be easily tested. With other subjects 
this is less simple; but it can be done. To accomplish 
it, the aid of outside examiners, additional to the 
instructor in the course, is important. This has also 
the advantage of measuring the value of the teacher's 
instruction as well as the amount of the student's 
knowledge. 

Another fault of the mechanical spirit in our 
system of education is the superstitious veneration for 
degrees as such. This again is a good thing in itself, 
but it is often carried too far. We tend in America, 
particularly in small colleges, to appoint to teaching 
only men with a Ph.D. degree. That degree is good, 
but it is never the only available measure of intellec- 
tual attainment. Many of our most eminent scholars 
of the present day have never taken it, but are 
nevertheless both scholars and eminent; while the 
Ph.D. degree, though no doubt a proof of scholarship, 
does not necessarily import eminence. The late 
William James made merry over "the Ph.D. Octopus," 
and used to tell of a man who returned to Cambridge 
to complete his work in philosophy for that degree. 
On inquiry, it turned out that he wanted a position 
to teach English in a certain college and could not 
get it without the doctorate ; but the intelligent 
officials of that college were not exacting as to his 



Sijc tinibersfitp of i^ortfi Carolina 33 



subject, and as he was more nearly prepared for the 
examination in philosophy, he found that a ready 
means of dazzling the eyes of the college into allowing 
him to teach English. To appoint to the instructing 
staff only persons with a Ph.D. degree saves some 
trouble to the appointing power, and provides at least 
a minimum security. It looks well in the catalogue, 
and requires no apology. But as a fetish, it is like 
any other fetish, — more awe-inspiring when not too 
closely investigated. 

There is another dangerous tendency in connection 
with our hierarchy of degrees. It is that of continuing 
the period of study too long. We are constantly 
setting up new and more advanced degrees. Let us 
take an extreme example. A youth ordinarily enters 
college today at something over 18. If he takes the 
full four years college course, he graduates at 22. 
If he goes into the medical school, he takes four 
years more, graduating there at 26. Then follows a 
year as interne in a hospital, and one university has 
recently established a graduate course for a still 
higher medical degree requiring at least three years 
more. This would not be attained until the age of 
thirty; or if the student sacrifices part of his general 
education by telescoping his college and medical 
courses, a couple of years earlier. At this age — not 
much under 28 at the best — he begins his career in 
life. Such a plan has two grave disadvantages. In 
the first place, the man is studying for a degree when 
he ought to be at work on his own account. It will be 
said that his occupation is to be medical research and 
that he is already doing it, since research is an essential 
part of the programme for his degree ; but it is not 



34 tKfje ^tate ZHnibersiitp anli tfje i^eto ^otitfj 

his sole work for that degree, and to be doing it for 
a degree is not the same thing as doing it on his 
own account. He is in a condition of tutelage, which 
is a very different thing from working after his 
education is complete. He has not the same sense 
of responsibility, he is not thrown upon his own 
resources, and hence does not acquire the same self- 
confidence. 

The second disadvantage is akin to the first and 
still more serious. The man starts on his life's work 
too late, when the time of the most fervent imagina- 
tion is passing away. It is like planting a crop late 
in the spring. Great ideas come early. Does anyone 
suppose that Charles Darwin would have done so 
well if he had been studying for a higher degree 
instead of making his voyage in the Beagle? The 
greater productiveness of scholars in Europe may be 
attributed in no small measure to the fact that they 
finish their study for degrees, and begin work on 
their own account, earlier than in this country. To 
receive a degree conferred in recognition of a distin- 
guished piece of work, as is not infrequently the 
case in Europe, is far more stimulating than to 
receive it as a result of systematic study and examina- 
tion. We need to send our capable youth along 
faster in school, and, in the case of scholars, to 
get them on their own feet earlier in independent 
productive work. 

Moreover, such a practice of establishing new and 
higher degrees to be attained at an advanced age 
involves the danger that there will be hesitation in 
appointing to teaching positions men who have not 
attained those degrees ; and thus the mechanical 



3ri)e Wintiitvsiitv of i^ortij Carolina 35 

process and the condition of tutelage will be prolonged 
for everyone. 

The war has given a distinct stimulus to the 
efforts which have been going on for some years on 
the part of educational psychologists to devise tests 
that will measure general intelligence and special 
aptitudes with a view to classification and vocational 
selection. Crude and imperfect, as some of these 
tests undoubtedly are, their use is highly significant, 
because they are attempts to measure the individual 
as he stands instead of inquiring about the process 
he has been through. Hitherto they have been too 
much tests not of attainment but of natural ability. 
But the measurements in our ordinary educational 
system at the present day are based too much upon 
the opposite view. It is certainly not impossible to 
devise tests of proficiency that justly measure the 
actual progress of the student in the knowledge and 
command of his subject. If we measure by the 
process undergone, attention of both instructor and 
pupil is sure to be riveted upon mechanism; if we 
try to measure the result, their eyes are naturally 
directed towards the purpose of the whole educational 
endeavor. To this end we need to free ourselves 
from the system of credits in education, and to 
measure the child or youth by what he has come to 
be, instead of by the process he has been through. 
This ought to be less difficult for those institutions 
that have the less hardened traditions. Can we not 
look to the South, with its growing fresh interest in 
education, to help break out a new road? 



36 Cf)e ^tate WLnihtt^itp anb tfie ^etoi ^outfi 
IDEALISM IN EDUCATION 

President John Grier Hibben, of Princeton University 

It is a privilege which I most highly prize to convey 
to President Chase on the day of his inauguration 
as President of the University of North Carolina, the 
felicitations of Princeton University. 

The relation of Princeton to the beginnings of 
education in North Carolina was a very intimate and 
significant one. Many of our graduates from Prince- 
ton University, then known as the College of New 
Jersey, came from the southern colonies and after 
their graduation returned to their homes with the 
ambition and purpose to establish in the South schools 
of higher education. 

One of the first pioneers in this great intellectual 
enterprize was Hugh McAdam, graduate of Princeton 
of the class of 1753 who went to North Carolina as 
a missionary in 1755. Another graduate, Joseph 
Alexander, of the class of 1760, was influential in 
founding the classical school known as Queen's Col- 
lege, at Charlotte, which became a rallying point for 
literary societies and political clubs before the Revolu- 
tion. The Mecklenburg resolutions were debated 
there. It was rechartered as Liberty Hall in 1777, 
the president was Isaac Alexander, class of 1772, and 
ten of the fourteen trustees were graduates of the 
College of New Jersey. 

James Hall, class of 1744, of Princeton, opened a 
school known as Clio's Nursery. When Cornwallis 
was devastating South Carolina, Hall called his people 
together, formed a cavalry company and captained it 
himself. After the war he resumed teaching and made 



Wbt Winihtvfiity of i^ortf) Carolina 37 

his school an academy of science, the first scientific 
school in North Carolina. His text books were circu- 
lated in manuscript form. After his death his school 
became Davidson College. 

A classical school was also established by McCorkle, 
class of 1772, known as Zion Parnassus, the first 
institution in North Carolina with a distinct normal 
department. 

The first literary institution in the valley of the 
Mississippi was established by two Princeton men, 
Hezakiah Balch, class of 1766, and Samuel Doak, of 
1775, the latter being president. He carried the library 
of the new institution on pack horses over the moun- 
tains to the Academy which later became Washington 
College, Tennessee. 

The University of North Carolina whose hospitality 
we are enjoying today on this most interesting and 
delightful occasion was chartered in 1789, five Prince- 
ton men being amongst its original trustees. Charles 
W. Harris, class of 1792, was the first professor of 
mathematics, and Joseph Caldwell, class of 1791, was 
the first president. He built at the University the 
first astronomical observatory in the United States ; 
he was followed by R. H. Chapman, class of 1789, as 
the second president of the University. 

Nearly all of the men who were pioneers in educa- 
tion in North Carolina were graduates of Princeton 
under the administration of Dr. John Witherspoon, 
one of the signers of the Declaration of Independence, 
who imparted in those early days of our Princeton 
history among our whole undergraduate body the 
spirit of loyalty to the three great institutions of our 
nation, the Church, the State and the School. 



With this historical background I certainly claim as 
representative of Princeton at the present day, the 
privilege of identifying myself completely with the 
spirit of this occasion and sharing both your pride 
in the past and your hope for the future. 

I wish to express to the new president my felicita- 
tions upon his assuming the duties of his high office 
at the beginning of this new era in the world's history. 
It is a time for you, sir, of rare opportunity. The 
hope of the world lies in the new generation. To 
train these young men to discharge the duties and 
solve the problems of the new age is to you both a 
challenge and inspiration. With the rapidly increasing 
material prosperity of the great South, there is a 
growing need that these forces should be controlled 
and directed by those living ideas which will give 
intellectual vigor and moral impulse to the spirit of 
our times. Any education which has for its end 
merely intellectual efficiency can never redeem the 
world. The nation whose educational system reached 
the highest point of efficiency known to man, met 
defeat and humiliation through the uprising of all 
the nations of the world because that efficiency was 
essentially materialistic, selfish and arrogantly scornful 
of the ideals and rights of mankind. If education is 
to stand the test of the new conditions and new needs 
of the world it must preserve at the heart of all human 
ambition and endeavor the spirit of high idealism. 

We have advanced far beyond the material achieve- 
ments in the past age of the founders of this Univer- 
sity. The machinery of our modern life, highly 
organized and perfected by the inventive genius of 
man, would seem to them should they return to us 



Wf)t Winibtxiit^ of i0ort]b Carolina 39 

in the flesh today, as miracles transcending their 
conceptions of human power, but their moral and 
spiritual energy, their character tested and tempered 
through years of endurance and sacrifice, their scorn 
of ease bought at too dear a price, their faith, their 
loyalty, their hope, in these we have not surpassed 
them in the struggle of life. They still hold for us 
the standards high, pointing to the goal ahead, and 
their spirits lead the way. 

The ardent wish which I would bring you upon 
this occasion is that the University of North Carolina 
in the future as in the past may be the mother of 
men to serve in new ways and yet with the old spirit 
our country and the world; men who have here been 
taught to think, their minds moving not upon the 
surface of things but penetrating into the depths, men 
who possess a discriminating judgment between what 
is true, what is false or what is only half true, men 
who have convictions and are able to express them, 
to maintain them and to translate them into action, 
wise men to whom others will come for counsel, strong 
men upon whom the weak may lean for support, brave 
men who will give courage to the faint hearted in 
the time of emergency or peril. 

Such is your high vocation, to give to your country 
and to the world a generation of wise scholars, public 
spirited citizens and loyal patriots who will be in their 
day what their fathers were before them, so that their 
children, too, in time to come will rise and call them 
blessed. 



40 Cfje ^tate ^niber£fttj» anb tfje J^elo ^outfj 



PROFESSIONAL TRAINING AND SERVICE 

Dr. Charles Ridorg Mann, Chairman of the Advisory 

Board of the War Plans Division of the 

General Staff 

The American people have a profound faith in 
education. Though they may not always comprehend 
school processes and are not alw^ays pleased with the 
product of the schools, they trust education implicitly. 
Especially since the war, education has been extolled 
as the great national specific for industrial unrest, for 
profiteering, for bolshevism, for illiteracy and for the 
total depravity of things in general. It is, therefore, 
fitting at the inauguration of a new administration in 
a great State University like this to study the situation 
and seek to define more clearly the ultimate objectives 
we are striving to attain. 

Because of its reverence for the inscrutable pro- 
cesses of schooling, the public instinctively looks to 
universities for leadership in all matters of training. 
Therefore the university, whether it be formally 
recognized as the head of the school system or not, 
is in fact arbiter of the fashions of the lower schools. 
Since the graduate or professional school is now the 
cap and climax of the university, its influence exerted 
either consciously or subconsciously, is paramount in 
determining the ends, aims, policies and processes of 
the whole system. Legally constituted officials of 
public school systems usually deny this ; and super- 
ficially and explicity they are right. But searching 
analysis generally reveals the fact that universities 
still dominate subconsciously and implicitly, as they 
should. 



tKfje ?Hnibergitp of ^ortfj Carolina 41 

The responsibility that thus rests on universities 
in general, and on graduate or professional schools 
in particular, because their intuitively accepted position 
of spiritual and intellectual leadership, is impressive. 
These institutions still appeal strongly to the national 
imagination and are still able to direct the constructive 
energies of the people one way or another by the 
force of their ideas. Hence it is peculiarly important 
in these days of confusion after the world cataclysm 
that the professional schools conceive their mission 
clearly and proceed to execute it fearlessly with vigor. 

As a first step in the definition of the required aim 
it is necessary to recognize that old bottles cannot hold 
new wine. During the past forty years great progress 
has been made in elevating the standards of pro- 
fessional schools. The entrance requirements have 
been raised from high school graduation to at least 
two years of college work. Laboratories and equip- 
ment have multiplied rapidly. Clinics and the case 
system have been developed. Full-time professorships 
have been established and many superb buildings have 
been built. The requirements for admission to the 
bar, for medical practitioners' license, have steadily 
advanced. 

This development of the paraphernalia and technique 
of training has been accompanied by a corresponding 
increase in technical skill. The physician, the lawyer, 
or the engineer of today can perform feats which 
their colleagues of forty years ago would have 
pronounced impossible. In the schools both instructors 
and students have worked with increasing interest and 
enthusiasm to perfect themselves and to master the 
special subjects of their choice. 



42 Cf)e ^tate Wini\itvs>itv anb tfte i^eto ^outij 

All of this has been magnificent and everyone con- 
cerned has felt pride and satisfaction in the progress 
that has been made. And when the great crisis came 
and we were called upon to try our strength in the 
world struggle, this mastery of the mysteries of 
medicine, of science, of engineering and of law was 
an indispensable factor in our success. Without it 
the nation would have perished. 

But the world war opened our eyes to a new vision. 
However satisfied and happy and contented we were 
before the struggle, there was a thrill and an inspira- 
tion about the war work that made every man who 
served able to do more work and better work than 
before. There was a resurrection of the pioneer soul 
of our forefathers, a release of the spirit of service 
and sacrifice which converted a relatively humdrum 
existence into a life of reality and grim adventure. 
The joy and the tragedy of it permeated every house- 
hold. We lived as a united nation for a few months. 
Then the crisis passed and the commonplace routine 
settled down once more. 

No one wants war. Yet millions would feel that 
life was more worth while if the spirit of service and 
sacrifice that prevailed during the war could continue 
to prevail in time of peace. Nor is it inconceivable 
that this might be so. The problems and perplexities 
of peace, though less dangerous to life and limb, are 
no less difificult of solution. Their mastery is no less 
a challenge to the soldierly virtues, as defined by 
William James in his Moral Equivalent of War, 
than is the winning of a battle or the conquering of 
a continent. Because they are less spectacular, they 



tE^te Winihttsiitv of i^ortf) Carolina 43 

demand even greater determination, resourcefulness 
and the endurance that make defeat impossible. 

Whether the national spirit of service remains free 
and active or is again pent up until released by the 
next war, depends largely upon public education. And 
since the tone and attitude of public education is 
intrinsically determined by the professional school, 
there exists at the present moment for these schools 
the finest opportunity that ever came to any institu- 
tions to contribute to the upbuilding of a democratic 
nation. Quick action will bring larger returns because 
the crust of commonplace is rapidly forming over the 
pioneer spirit; and the thicker the crust, the harder 
to shatter it and liberate the creative energy within. 

Like all elemental things, the thing that needs doing 
is very simple. It consists in first searching out the 
fundamental distinction between the teaching as it is 
and teaching as it must be to produce the desired 
result, and then modifying curricula and instruction 
accordingly. As the result of long and intensive 
experience with school work and war work, it is 
suggested for discussion that the essential fundamental 
distinction sought may be thus expressed : Current 
schooling is consciously designed to inspire the indi- 
vidual to make the most of himself for the sake of 
his own success. The required training must inspire 
the individual to make the most of himself for the 
common good. 

The former leads the student to think in terms of 
competition, — of "doing" the other fellow. It gives 
rise to such ever present expressions as "what do I 
get out of it?" and 'T should worry." The latter 



44 W^t Matt ^Inifaersiitp anti tfje ^etu ^outl) 

emphasizes co-operation, develops team-play and is 
expressed in the motto "United we stand, divided we 
fall." The former encourages working for wages 
and profits, the latter makes the joy of production 
uppermost and demands just apportionment of rewards, 

A practical example will help to make this distinc- 
tion clearer. The design of a warehouse is a typical 
project in the professional courses in engineering 
schools. The student is given in class a verbal or 
written specification of the conditions to be met, — 
the nature of the chosen site, the transportation 
facilities, the size, the load to be carried and the limits 
of cost. He then goes to work with pencil and paper, 
under the guidance of the instructor, to make a plan. 
In the process he looks up necessary data in standard 
tables and learns much about uses of various materials 
and about standard practices in warehouse construc- 
tion. The work is criticized by the instructor, but 
the building is never built. 

From paper problems such as these the prospective 
engineer gains much technical information and a fair 
degree of technical skill in drawing and figuring. His 
imagination is given a chance to function and his 
ingenuity is put to a test. As a result he is better 
prepared to undertake a similar piece of work for 
an industrial firm or to secure employment in an 
engineer's ofiice. Through a series of similar exercises 
he ultimately becomes a technical expert who can 
earn his living in an eminently useful calling. Still, 
the fact remains that very few of the graduates of 
engineering schools win recognition as professional 
men. 



Cfje Wini\)ttiitv of i^ortf) Carolina 45 

For the past five or six years the National Engineer- 
ing Societies have been actively discussing the question 
why the engineer has not yet won a well-recognized 
professional status. It is pointed out, for example, 
that when a state highway commission is appointed, 
bankers, business men and politicians generally make 
up its membership. These men decide what expendi- 
tures will yield to the public the largest values in 
good roads ; and, having decided this, they hire 
engineers, on whose technical skill the good construc- 
tion of roads depends, to do the v/ork. This is but 
one of the typical cases which have driven home to 
engineers the fact that they are too often regarded 
as technicians rather than as professional men. Hence 
comes the inquiry why it is that current engineering 
training fails so often to beget a true professional 
spirit. No generally accepted answer to the question 
has yet been given. 

By way of answer to the foregoing question many 
fruitful suggestions have been born of the spirit 
liberated by the war. For example, suppose that in 
contrast with the current type of work just described 
the professional studies in engineering schools were 
directed toward solving the problem of making the 
immediate environment of the school the best possible 
place in which to live. Instead of merely learning 
the technique of material construction, the student 
would investigate such municipal services as the water 
supply, transportation, electric light and power, mar- 
kets, food supply, sewerage, disposal of waste, or any 
other of the many activities that contribute to the 
physical comfort of communities. The prospective 
engineer would then be compelled to appraise the 



46 Cfje ^tate ?Hniijers(itp antr tlje J^eto ^outl) 

operation of all these agencies, both in terms of public 
value received in proportion to cost and in terms of 
scientific and technical perfection. He would have 
to recommend changes in existing plants, to project 
and design new construction and to suggest reorgani- 
zation of present systems of transportation, marketing, 
heating, lighting, and the like. He would thus be 
constantly solving not only the problems of material 
construction, which usually occupy practically all the 
time in current instruction, but also those more 
fundamental problems of relative values and costs 
from the point of view of public welfare. 

This idea is not new. About 40 years ago, a Pro- 
fessor of Civil Engineering at Columbia University 
aroused by his own personal inconvenience in trans- 
portation in New York, set himself the problem of 
working out a system of rapid transit. He studied 
the problem himself and for a number of successive 
years set portions of the problem as exercises for 
the senior class. Eventually one student developed a 
profound interest in the study and that young man 
became the chief engineer of the subway system. 
Other schools have made similar studies to a limited 
extent and in every case they have found that students 
work with great enthusiasm on projects of this kind. 
Not only do they learn rapidly, but they also secure 
some conception of the complexity of the problems 
of values and costs and they experience the joy of 
contributing by constructive work toward making the 
community a better place to live in. 

Problems of the sort suggested exist in plenty in 
every community, large or small. The delivery system 
in a small town is usually a splendid example of 



Cfje ®[nibersiitp of i^ortfj Carolina 47 



inefficiency and waste. There are perhaps three or 
four groceries and markets, each of which maintains 
a complete system of delivery to all parts of the 
town. Wagons make long trips with few parcels. 
An organization of the delivery system could easily 
be made, much to the benefit of both consumer and 
dealer. Similarly, in large cities like New York, 
Boston or Chicago, traffic is almost impossible during 
the working hours because of the lack of system and 
organization in the handling of freight. Co-operation, 
careful planning, a good system could reduce the 
congestion, reduce cost and expedite the handling of 
goods. Individual dealers are not likely to take the 
initiative in developing such a co-operative system ; 
but a simple and sensible scheme, worked out solely 
from the standpoint of public welfare by a disinter- 
ested institution, would have a large chance of being 
accepted and quickly put into effect. 

This type of problem which has been suggested 
as an effective means of developing professional spirit 
in graduate schools is not limited to the field of 
engineering. The sanitary conditions and the training 
of communities to better methods of living to preserve 
health offer opportunities of infinite possibilities to 
the medical schools. A great deal has already been 
done in this direction. This may possibly be a reason 
why doctors are more universally recognized as pro- 
fessional men than are engineers. Similarly in the 
field of law. No one can read the recent report on 
Justice and the Poor, or study the operation of our 
petty courts without being impressed with the fact 
that an unbiased study of the processes of justice in 
any community, when carried on from the point of 



48 Cfje ^tate ^nibergitp anb tfje J^elu ^ot!tl| 

view of public welfare, would yield enormous returns 
in making happier, more contented and more produc- 
tive citizens. 

The possibilities in the way of developing true 
professional spirit through service of the public in 
the manner suggested are vvdthout bound. Suppose that 
a great state university like this should set itself the 
problem of determining how this state could be made 
more productive and in every way a better place to 
live in. Instead of confining its efforts largely to 
developing technical skill and imparting information 
to its students, the institution would organize its 
instruction so that the students would secure their 
technical skill by solving problems of vital interest 
to the state. What are the mineral resources of this 
state and what steps might be taken to utilize them 
for the public benefit? Are the industrial resources 
of this state fully developed? What incentives could 
be applied to stir local initiative for their further 
development? The great project of building state 
highways is now being formulated. How can this 
achievement be co-ordinated with industrial production 
so as to yield the greatest returns to the people of 
the state? What measures of public health and legal 
organization would tend to improve sanitary conditions 
and commercial activities? If a state university like 
this should undertake to make practical scientific 
studies of problems like this, and if it should always 
cling close to the ideal of public welfare, it is safe 
to predict that larger appropriations would soon solve 
the problem of teachers' salaries, that a finer and freer 
professional spirit would burst forth among the stu- 
dents, that the creative energies of the state would be 



tEfje Wini\itv^itv of ^rtfj Carolina 49 

released in greater production. All this would inevita- 
bly result in greater prosperity and a loyalty to the 
commonwealth and the nation equal to that called 
forth by the war. 

The adventure suggested in the foregoing remarks, 
though thoroughly in harmony with American ideals 
of democracy and self-government, requires a daring 
spirit en the part of the professional schools. A single 
institution would need have great moral courage in 
order to undertake it alone and carry it through to 
a successful conclusion. On the other hand, the 
possible returns are enormous. The spirit of service 
and sacrifice is contagious ; it is, perhaps, one of the 
instinctive motives of men. It operates with a power 
that brooks no defeat. If the cultivation of that 
spirit were sanctioned by professional schools as the 
distinguishing mark of the professional man, the 
lower schools would rapidly follow suit. Then 
creative imagination would find freer fields for 
exercise, pent up energies would be released in con- 
structive work, and there would be more artists and 
fewer artisans, more scholarship and less scholasti- 
cism. 

A professional school surely does not realize its 
true destiny when it is merely a factory for quantity 
production of standardized, technical and intellectual 
skill. Professional attainments cannot be gauged with 
a stop watch or measured in terms of student clock 
hours and semesters. Nor are these practices longer 
needed. University professors were assigned by the 
hundred to positions of great professional responsi- 
bility in the war organization. They have demon- 
strated their competency as experts in developing the 



50 ^f^t B>tatt Winiiitv^itv anb tfje iSeto ^outfi 

machinery of destruction and death. Surely they are 
no less capable of leadership in discovering more 
intelligent processes of production and life. 

The task is tremendous. If one university were to 
enter the contest alone, it might find hard sledding 
ahead and be homesick and lonesome at times. For 
although the practices of universities have been 
drifting in this direction for a number of years, if 
left to individual action without co-operation and 
mutual support, progress may be very low. Moral 
support is needed through the co-ordination of all 
such individual efforts. Such co-ordination could be 
supplied by a national university, which would 
function as a center for the development of the 
professional spirit in the manner just described. 

Such a national university would give no formal 
instruction as such. It would grant no degrees. Its 
students would be the experts from all other schools, 
who would be called for short periods to assist in 
studying national problems from the point of view 
of public welfare in the manner described. It would 
assist state institutions in defining and allocating their 
local problems and would supply information that 
would help in their solution. A national university 
of this kind would in no wise interfere with the control 
of education by the states or with the free develop- 
ment of schools by the public locally. It would, 
however, set standards of achievement, supply the 
vision of what might be, and furnish incentives which 
would inspire all educational institutions and cause 
them to work with a spirit of service and sacrifice 
for the expression of their entire creative energy in 
all forms of artistic productive work for the public good. 



tEfit ®niberjBiitj> of i^orti) Carolina 51 

CEREMONIES OF INDUCTION 

PRESENTATION OF PRESIDENT-ELECT 

Ex-President Francis Preston Venable 

Your Excellency: 

I have the privilege of presenting Harry Woodburn 
Chase for induction into office as tenth president of 
our beloved University. He has been tested during 
these ten years of service in the faculty and we 
know him to be able, fine, and true. In behalf of 
the faculty I pledge him our loyal co-operation in the 
tasks that lie before him. 



ADMINISTRATION OF THE OATH 
OF OFFICE 

Chief Justice Walter Clark, of the Supreme Court 
OF North Carolina 

I, Harry Woodburn Chase, in entering upon the 
office of President of the University of North Caro- 
lina, do undertake to fulfil its duties to the best of 
my ability and without fear or favor ; to cherish and 
encourage sound scholarship in its search for the 
truth ; to consecrate all powers of the University to 
the intellectual, moral and physical training of youth 
for the most loyal and enlightened citizenship ; and 
wherever and in whatever form it is our privilege to 
see the need, I pledge the University to impartial and 
sympathetic service to the people of the State. So 
help me God. 



52 ^ht B>tatt Wini^tx^itv mh tfje i^eto ^outfj 

INDUCTION INTO OFFICE 

Governor Thomas Walter Bickett 

Harry Woodburn Chase, by my authority as Gov- 
ernor of North Carolina and President of the Board 
of Trustees of the University of North Carolina, and 
by virtue of your election by the said Board of 
Trustees, and the oath by w^hich you have pledged 
yourself, I do now declare you President of the 
University of North Carolina and deliver to you its 
seal and charter. And I charge you to a full realiza- 
tion of the responsibilities laid upon you by this ofifice; 
to the necessity for courageous and constructive 
thought in their fulfilment; and to the duty and 
privilege of seeking out the intellectual and educational 
needs of the people in order to achieve that high 
destiny which was the vision and purpose of the 
founders. 

INAUGURAL ADDRESS 

President Harry Woodburn Chase 

I could not, your excellency, accept this solemn 
charge did I not feel that the State of North Carolina 
through you has laid it, not so much upon me as an 
individual as upon her University, which for the 
moment I chance to symbolize. It is altogether in 
her name that I pledge the State through you loyalty 
unstinted to the cause of education and of human 
welfare, service to the extent of our capacity to the 
citizenship of State and Nation, renewed consecration 
to the task of achieving "that high destiny which was 
the vision and purpose of the founders." 



^tc ^niberjfitp of ^ortf) Carolina 53 

In her name I pledge you with high confidence and 
courage all these things. For the fabric of her life, 
a century and a quarter in the weaving, is strong, and 
colorful, and fair. It is enduring, for it has been 
wrought, not alone with hands, but with hearts. In 
warp and woof it is aglow with the passionate loyalty, 
the high devotion, of the living and the dead whose 
work it is. The University of North Carolina, product 
of the vision and the aspiration of generation after 
generation of the citizenship of this State, recipient 
throughout her history of a hundred and twenty-five 
years of all that love and service which her sons and 
friends everywhere have so richly and in such 
unstinted measure bestowed, declares anew at this 
hour her firm purpose to be worthy of it all. 

With reverent gratitude her heart goes out to those 
who since her second founding have presided over 
her destiny. Never has an institution been granted 
wiser guidance, never richer devotion. There is no 
one of them, her leaders, to whom she does not owe 
a richer and a fuller life; no one who did not leave 
her greater and stronger than he found her ; no one 
who did not lay deep and broad foundations on which 
those who came after him might build. And if her 
spirit falter and her eyes grow dim with the thought 
of him her latest head, she grows strong and brave 
once more with the vision of the rich inheritance he 
left. All that long lifetime of consecration and of 
service that was crowded into his four brief years of 
leadership, all his faith in her and his dreams for 
her, all that she has received from him in deepened 
spiritual insight, in heightened passion to serve her 
State, in broadened vision of what democracy is and 



54 tE^fie ^tate WinMv^itp antr tiie i^eto ^outl) 

should be, all the truth and tender memories of the 
life he lived for her, hearten and strengthen her soul 
as she girds herself for her forward journey. Rich 
beyond all measure is the love she has received; it 
is for her, through the years which lie ahead, to see 
to it, in what she is and what she does, that unshaken 
she keeps the faith, 

A half -century ago the University and the South 
began life afresh, with no capital save courage, no 
resources save a host of treasured memories and a 
dauntless faith in the future. Ahead there loomed 
grim years of privation and sacrifice, of ceaseless 
struggle for the bare material essentials of living. 
The South was face to face with the giant task, not 
merely of building a new civilization, but of building 
it, not on virgin soil, but amid the ruins of an ancient 
edifice, whose parts must somehow be fitted to uses 
new and strange. It was a task that might well 
have cast down the strongest hearts, one comparable 
only in its difficulty and in the obscurity of its issue 
with that which today confronts war-torn Europe. 

The record of how the issue was met is the essen- 
tially undramatic and yet heroic record of the lives 
of thousands of quiet and far-visioned men who toiled 
year by year for the upbuilding of the land they 
loved. Slowly, very slowly, at first, then quicker and 
stronger pulsed the currents of the new life. Again 
the doors of opportunity swung open ; again came 
mornings of promise and evenings of fulfilment. 

From Appomattox to the Meuse-Argonne and the 
Hindenburg line is but fifty-three years. But, for 
the South, what crowded years of achievement! They 
had witnessed the writing of one of the bravest 



Cfje Wini\itv!iitv of i^ortfi Carolina 55 

chapters of all history. A people, drained of its 
treasure and its young manhood, had within this brief 
period established itself on a firmer foundation than 
before. The battle had been won ; the re-creation of 
the South was an accomplished fact. The story of 
her resurrection bears a message which at this moment 
has a more than local significance — a story which 
today Europe may read to its heartening and its 
encouragement. For the world the South has today 
this evangel of cheer, "The thing that I have done, 
you, too, can do. Take heart; it is but courage and 
faith you need !" 

In the history of the South, the chapter that began 
at Appomattox closed on the battlefields of France. 
Five years ago it was evident that the last page of 
the story of her long struggle with adversity was being 
written. Today there is no one of us who does not 
know that the leaf has been turned, the new chapter 
begun. The new South is no longer a vision ; with 
almost startling swiftness it is here. It is our happy 
portion, not to lift up our eyes in longing toward 
it from some Pisgah height, but to be members of 
that company who have entered into it and possessed it. 

So swift indeed has been the fulfilment that a haze 
of unreality still clings about it, as with every hope 
so long deferred and so suddenly realized. But 
nothing is more certain. It is but sober fact that 
this State of North Carolina which within its borders 
in 1865 had not a single solvent bank, is now for 
the first time practically self -financing; that last year 
alone its bank resources increased nearly sixty per 
cent ; that the consumption of raw cotton in its textile 
plants is greater than that of any other State in the 



56 Cije ^tate Wini\itv&itv anb tfje i^eto ^outlj 

Union, and the total value of its manufactured cotton 
products surpassed by one alone; that its tobacco 
manufacturers total more than twice those of any- 
other State. In ten years North Carolina has risen 
from eighteenth to fourth place among the states in 
the value of her farm crops; the value of her last 
year's crop alone was three times the total amount 
of her entire investment in farm property twenty 
years ago. The total output of her farms and her 
factories last year was nearly a billion and a half of 
dollars. Nor is all this a merely temporary condition, 
the result of a powerful stimulation whose effect is 
spent. What gives confident assurance of permanence 
is the fact that the machinery of production on the 
farm and in the factory, functions and promises to 
continue to function, more smoothly than that of 
perhaps any other part of the world. 

The South's new era is, then, from its very begin- 
ning, one of abounding and wide-spread material 
prosperity. But it is far more than this. To one 
who looks long at the currents that now flow freely 
through Southern life there comes the growing con- 
viction that here there now begins a great new chapter, 
not only in the history of this section, but in the 
history of America. For here, as nowhere else, are 
now at work those great creative impulses which 
liave made America possible. Here is a people 
American in blood, American in spirit, tempered and 
tried by adversity; a people taught self-reliance in 
the hardest of schools, acquainted with labor, cherish- 
ing above material goods the things of the spirit, 
firm in their faith in democracy. Into the hands of 
this people there have come at last the keys of an 



Cfje Wini\itviitp of ^ortf) Carolina 57 

opportunity that most wonderfully exceeds their 
dreams. Southern life today is athrill and astir with 
the sense of it. Its note is one of joyous and eager 
confidence; its mood the constructive mood of the 
American pioneer : 

"Down the edges, through the passes, vip the mountains steep. 
Conquering, holding, daring, venturing as we go to the un- 
known waj's." 

As the mind swings forward into the years which 
lie ahead, years big with destiny for the South, con- 
viction deepens that out of all this creative energy, 
this confidence and faith, there is to come something 
infinitely greater and finer than a giant essay in 
materialism ; that here a new civilization is to take 
form and substance, a civilization which blends into 
one harmonious and happy whole the best that is 
Southern by inheritance and tradition with the best 
that the new material freedom affords. The problem 
of achieving this civilization is the problem which lies 
at the heart of Southern life today. It is a 
problem which is to be solved, not by the mere 
imitation of that to which men have hitherto adhered 
in their common life, by a faithful but uninspired 
retracing of the old familiar lights and shadows, but 
through such a liberation of the spirits of men that, 
reverent but unafraid, they shall catch up in 
their own hands the threads of destiny and weave 
them into a pattern richer and finer than America has 
yet seen. 

The challenge of the South to the Southern State 
University today is that she show herself worthy of 
leadership in this great constructive enterprise, this 
the world's latest attempt to evolve a new and higher 



58 tE^te ^tate ^niber gitp anb tte j^eto ^outti 

civilization. Such a challenge she can meet by no 
merely perfunctory response. It is for her pas- 
sionately and reverently to dedicate herself and all 
of herself to this great task, to set about it, not in 
the spirit which would discipline men into obedient 
and unthinking servants of some rigidly preconceived 
mechanical and authoritative state, which holds the 
lives and souls of men as mere instruments to its 
calculated ends; but in the spirit of the democracy 
she serves, that spirit which sets men truly free to 
embody in ever higher and nobler forms the best that 
is in their hopes and dreams and prayers. 

For such a full liberation of all men, in body, mind 
and spirit, is the very heart of the program of 
democracy. It holds, with Burke, that government is 
not for its own sake, but a contrivance of human 
wisdom to provide for what men want, and it adds, 
as has been finely said from this platform, the faith 
that "with the right to live freely, men will live 
rightly;" that between what free and enlightened men 
really want and the deepest and highest interests of 
the democratic state there is no contradiction, but a 
full identity. Unrest and dissension within, it would 
hold that it cannot hope permanently to meet by the 
imposition of repressive authority, but that, true to 
its creed that the only control that is ultimately worth 
while is self-control, it must press with new vigor 
its effort to set men really free, not from responsibility, 
but through it. 

It is the achievement of such a responsible freedom 
which is the common business of education and of 
the democratic state. In such a program all institu- 
tions of education, of whatever grade or name. 



Cfje ^nibersiitp of i^ortf) Carolina 59 

however founded or supported, find a common purpose 
and an aim which joins them as brothers each to 
each, and makes of all their learners and teachers 
one great company enlisted in the same high cause. 

In such a spirit the University eagerly and 
reverently consecrates the utmost of her powers 
toward the upbuilding on this soil of a civilization 
which shall be, not merely prosperous, but free, and 
because of its freedom, great and enduring; a civiliza- 
tion which shall fuse in one great creative synthesis 
the best in both old and new, a civilization in which 
more and more men shall do justly, shall love mercy, 
and shall walk humbly with their God. 

But the Southern State University, if it is to prove 

itself worthy of leadership in the South at this hour, 

must offer more than its vision of 

"The spirit of the years to come 
Yeariiini? to mix himself with Hfe" 

more than its faith, however keen, that its goal is 
that of democracy itself. It must think through, and 
embody in tangible form, its answer to the question 
"How in the South today are men most completely 
to be set free for this high emprise of building the 
greater commonwealth ?" 

Such a question can be answered neither by a blind 
reliance on the dictates of tradition, nor by a summary 
rejection of the old because it is old. It is not age 
that matters, but value, value for the enrichment of 
the lives of men today. xA.nd whether there be in 
anything such value the University must determine, 
not by abstract speculation, but by a ceaseless effort 
to see the life about her steadily and whole, to 
interpret to herself and to all men the flow of its 



60 ^fft ^tate Wini\itv^ity anb tfie i^efco ^outfj 

swift currents, and to minister to its real and abiding 
needs. I have said its "real and abiding" needs, for 
the university which in her zeal for quick results and 
practical programs, forgets the deep and permanent 
springs of life, is as unworthy of leadership as she 
that denies the value of the immediate and practical 
altogether. Her eyes must sweep with level glance 
the busy, work-a-day life of men about her, as with 
quick sympathy she declares "This is my domain," 
but they must also lift themselves up unto the ever- 
lasting hills beyond the work-shop and the market- 
place, into those high places where men walk alone 
with their souls and with God. For these, too, are 
her domain. 

Her responsibility to the swiftly developing material 
life of the South is clear. "The greatest obstacle in 
the way of the development of the South's foreign 
commerce," said a leader of Southern industry the 
other day, "is the lack of men who are trained to 
understand its problems." The production of such 
trained men is a responsibility which the University 
gladly assumes, as she assumes that of fitting men 
for the ever more complicated problems which confront 
Southern business and industry as a whole. 

She must see to it that trained workers man 
Southern laboratories, build Southern roads, develop 
her latent electric power, conserve her forests, 
build her bridges and tunnel her mountains. She 
must insist that such men are equipped adequately 
and thoroughly for the work they are to do. But 
her supreme task in all this is not the relatively simple 
one of training men who shall be efficient at their 
job. To rest content with this would be to ignore 



Wf)t Wini\itviitv of iSortfi Carolina 61 

the whole vital problem which lies at the heart of the 
new industrial South; the problem of whether the 
Southern civilization of the future is to center about 
the machine, or about the man. 

This problem of rightly relating industrial efficiency 
to human freedom every developing industrial civiliza- 
tion has faced, but none has fully solved. And as 
now the South confronts it, she must needs bring to 
bear for its solution all her sturdy respect for the 
individual, all her idealism and her regard for human 
and for spiritual values. To lose these is to buy 
industrial efficiency at too great a price. But through 
these to transform industry into something more than 
a method of making a living or of accumulating 
wealth, to make of it a great instrument for achieving 
the ideals and the aspirations of democracy itself — 
this is to write a chapter in Southern history that the 
whole world will read. 

The problem is no easy one. The record of the 
world's dealings with industry is eloquent testimony 
to that fact. But the University must all the more 
see to it that the men whom she trains for industry 
shall catch the sense of its vital significance, that their 
minds and hearts shall be so set free that they shall 
see their task, not as an isolated fact, but as an 
essential part of the great common undertaking of 
the democratic commonwealth, an undertaking which 
is based on co-operation, not on conflict, and which 
regards all human relationships, whether in industry 
or in government, as finding their complete expression 
just as they become means for the achievement of a 
more perfect freedom. 



62 ^f}t ^tate ?Hnil3ergtt|> anti tl)e ^Etp ^outfi 

The obligation of so liberating the whole man that 
he becomes more than an efficient specialist rests with 
equal force on all the University's professional schools. 
Her lawyers must be trained in the law, and they 
must also be clear that "the law is only beneficence 
acting by rule." Her teachers must not only know 
how and what to teach, but they must go out quick 
in the faith that the future of democracy is in their 
hands; that day by day they are laying the very foun- 
dation-stones of the new Southern civilization. Those 
whom she trains for social service she would make 
proficient in technique, for she realizes that, here as 
everywhere else, good-will alone is an inefficient 
weapon ; but she would also seek to touch their hearts 
with the deep conviction that it is only he who loves 
mankind who is worthy to serve it, and that the social 
service which is permanently worth while is that which 
points men the way to freedom. 

It is precisely her faith that the deepest need of 
the new civilization is for men who are both efficient 
workers and fitted to co-operate in the constructive 
program of democracy through the full release of 
their own highest powers that sharpens the Univer- 
sity's sense of obligation toward the agricultural life 
of her State. For the technical training of the farm- 
worker this University has no obligation; but she 
has every obligation to the farmer as a man and as 
a citizen. Were other responsibility lacking, the single 
fact that in her present student body the sons of 
farmers far outnumber those of men of any other 
occupation would itself impose no light duty toward 
the homes from which they come. But a further 
obligation rich in opportunity for service grows out 



tKlje Winiiitviiitv of i^ortlj Carolina 63 

of the fact that the farm is rapidly becoming, not 
an isolated compartment in the State's life, but a 
cross-section of that life. As local industries develop, 
it matters increasingly to the farmer that in a State 
whose industrial life so largely centers about the 
manufacture of its own raw materials, this life should 
be just and sound ; as it matters to him that the 
physicians, and lawyers, and teachers who serve him 
shall be broadly and liberally trained. All these vital 
relationships into which agriculture must enter are 
matters of concern to the University; while still deeper 
and more intimate is the concern she feels that through 
her may be multiplied the avenues by which the farm 
home itself shall come into ever closer and freer 
touch with the best that the new civilization has, and 
will have, to ofifer, so that it may share, and share 
fully, in the life of the new South. 

The crucial test of the ability of the University to 
identify her mission with that of democracy is found 
in her achievement in the college of liberal arts. For 
in the college, if anywhere, must emerge the answer 
to the question whether the ideal of freedom can 
successfully embody itself in concrete concepts of 
education and of life. To fail here, under conditions 
so fitted to the task, is to proclaim that the great 
underlying principles of democracy can nowhere be 
attained. Success or failure will spring ultimately 
from the attitude of the college itself toward what 
it is about and from no other factor. The heart of 
the matter is whether the college conceives its work 
in terms of a dull and dreary formalism, an uninspired 
repetition of a set of lifeless formulae, or whether it 
really passionately believes that its task is that of 



liberating men from all that is partial and limited 
and false, so that they shall look out upon life with 
eyes that see and understand. If such be its belief, 
all its work in whatever field achieves a unity of 
purpose which it is its mission to make plain, and 
through which it may touch with flame the mind, the 
heart and the wilt. Science becomes both the absorb- 
ing tale of the increasing liberation of man from the 
tyranny of nature and that of the liberation of his 
mind through its search for truth; literature, the 
record of the human heart as it has struggled to 
express its aspirations ; history, the story of the march 
of the human will as it strives with nature and with 
itself for freedom. 

But it is not the ultimate aim of the college to 
develop men who are only spectators of life, however 
clear their vision of what in it is ephemeral and what 
abiding. At this hour of constructive need the college 
could not more greatly sin against itself and the State 
than by training men who should hold themselves aloof 
from the work-a-day life of the world, from partici- 
pation and leadership in every fine and worthy human 
cause. The University believes with her whole heart 
that it is the function of the college to train for 
citizenship and for service; and she also whole- 
heartedly believes that citizenship and service proceed 
from within the man himself, not from external 
mandate. To this end she would seek to develop in 
those who come to her a free spirit of inquiry into 
the relationships that underlie the common life of 
man, an inquiry pursued, not in an atmosphere of 
destructive criticism, but in one in which it is con- 
stantly clear that only by holding fast to the best 



tKfje ^nibersiitp of i^ortlb Carolina 65 

that men have toiled and dreamed and fought for can 
a yet greater good be attained. To this end also, since 
she holds that men best learn to live as free and 
co-operative citizens when to the study of what 
democracy is and means they add its real and constant 
practice, she would strive to make of her life as a 
whole, campus and classroom and playground, one 
great example of her faith that high ideals and fine 
habits of citizenship and service develop best when 
free men live together as members of a community 
whose obligations they themselves have defined and 
assumed. 

For the college of arts which is true to its faith, 
the University conceives that the New South has a 
genuine and increasing need. For if this the South's 
great adventure is to end in more than the accumula- 
tion of wealth, if human happiness and freedom are 
indeed its goal, she must guard her institutions of 
learning, that they may be more than machines for 
the production of workers skilled in their craft. 

The message of the college to her sons is the 
message of democracy itself, that "the main enter- 
prise of the world is the upbuilding of a man." 
Nothing is more vital, at this moment when the South 
is caught up on the swell of her newly released 
material constructive forces, than her constant clear 
vision of this fact. Now, if ever, must the South 
cherish the ideal of liberal education, that out of her 
colleges, as out of a great reservoir of power, there 
may come in increasing numbers and with increasing 
strength men who have caught the vision of what 
life really means. 



66 tirtje ^tate ?HnitjerSitp anb tlje ^eto ^outlb 

An institution whose concern is truth must find 
one very real test of its vigor in whether it seeks to 
contribute new truths to the world's existing store. 
The impulse toward research springs from the same 
conditions which insure the vitality of its teaching, 
and reacts in turn upon its whole inner life. The 
supreme question here is not whether research is of 
practical value to the State. To that question the 
whole history of Western civilization gives eloquent 
answer. Truth must indeed be sought upon the 
mountain top, but with him whose passion to look upon 
her face wins him access to her high abode, she walks 
hand in hand down into the common haunts of men, 
and with her touch men's labors lighten, their bodies 
strengthen, and their souls grow great. In all that 
men may do there is assuredly nothing more practical 
than to seek for truth. The real question is rather 
that of the spirit in which they go about their quest. 
Research may sink to the level of mere mechanical 
and lifeless routine, which kills the spirit while it 
preserves the letter, or it may become such a liberating 
power that the mind which comes under its spell is 
caught up forever into a higher and a clearer air. Men 
with such a vision the State must surely count among 
its most precious possessions. Frontiersmen they, 
pointing the way through the untrodden forest to 
the millions who shall possess the land they find; 
builders of democracy through eternal quest for truth. 

With such a sense of the oneness of her mission 
with that of the democratic commonwealth the Univer- 
sity becomes, if she keep faith, not an appendage of 
the State, but its warm throbbing heart, linked in a 
living union by the pulsing currents of life itself with 



dTfie ©niberjfitp of i^ortfj Carolina 67 

every member of the one great whole. She is of the 
State, and there is no fine and worthy cause that is 
the State's that is not also hers. Teaching, research, 
and extension, are but three various channels through 
which her life finds natural expression. If that life 
be vigorous and free, it will out of its abundance 
ever seek new and direct contacts with the citizenship 
of the State through extension which is real and 
vital, just as it will seek for better teaching and more 
productive research. Among these varied phases of 
university activity there is no contradiction ; all embody 
one spirit and one ideal. 

And this ideal, whether it find expression in the 
college or the professional school, in teaching or 
extension or research, is that of full and 
eager and constructive participation in the task of 
democracy as it sets men free to realize their higher 
selves. Such self-realization can achieve its highest 
expression only through that deepest of all human 
experiences which attunes the soul to one Reality 
existent through all forms, in the abiding faith that 
the stair which man has builded and by which he 
climbs to freedom, also "slopes through the darkness 
up to God." 

There is in all the world of education today no 
greater responsibility than that which rests upon the 
state universities of the South. Theirs is not the 
easy task of ministering to a fixed and static life. 
Theirs is a sterner and a higher obligation. They 
must serve and guide and interpret to itself and to 
the world a new civilization which is yet in the 
making. Holding fast to all that is best in the past, 
they must face the future confident and unafraid. 



6 8 ^tje ^tate WJnihtt^ity anb ti)e jleto ^outf) 

Quick of vision, warm of sympathy, and of broad 
understanding, they must lead on through unfamihar 
scenes and along untrodden pathways. 

And upon her whose name is written on our hearts, 
oldest among her sisters and ever young, such obliga- 
tion peculiarly rests. For the State she serves thrills 
from mountain to sea with the currents of the new 
life. Day by day skies brighten and horizons broaden, 
as Carolina presses onward toward a future more 
happy then her dreams. The State of North Carolina 
and her University! Partners in the supreme adven- 
ture of achieving in ever fuller measure that democracy 
for which her sons so freely gave their lives — fellow- 
workers in the same high cause, marching shoulder 
to shoulder toward the same shining goal, as they draw 
strength and guidance each from each! 

Thus at this hour, as this mother of free men 
renews her consecration, she would seek to gather 
up and fuse in one great flaming purpose all the 
infinite wealth that is hers of affection and loyalty 
and love. Strong as the oaks that guard her round 
about, kindly as the springtime that embowers her, 
she sits upon this the hill of pilgrimage for ceaseless 
generations of her sons. But for her spirit there is 
no single local habitation. It is here; but it is also 
with her sons and with the sons of all men as they 
strive for better and for higher things. May it 
shine ever brighter and more clear, a light unto the 
feet of men and a radiance within their hearts ! 



Wi)t ?Hnibersiitp of i^ortfj Carolina 69 



GREETINGS 

STATE UNIVERSITIES 

President Edwin A. Alderman, of the University of Vir- 
ginia; Delivered in the Absence of President Alder- 
man BY Professor Ivey F. Lewis, of the 
University of Virginia 

Denied, Mr. President, through the pressure of 
urgent duties, the high pleasure and privilege of 
coming in person to my Alma Mater to join in the 
ceremonies of inauguration, I take leave to send to 
her and to you, her latest guardian and helmsman, 
assurances of my deepest faith and affection. Secure 
in the memory of a clear and glorious past, her sons 
apprehend with pride that the University of North 
Carolina will fulfil her destiny in the troubled future 
with sympathetic comprehension of her responsibilities 
and devotion to the interests of sound learning and 
to the service of mankind. 

It has been my fortune to know four of her presi- 
dents, and I, myself, have served in that high office. 
In the sincere and simple days not long past, when 
her resources were meagre, but her purposes high, 
I studied within her walls. I, therefore, claim to 
know intimately the spirit and soul of the University 
of North Carolina, and I do most profoundly know 
that whatever of will to work for men or strength to 
serve the State has come into my life came to me 
through her teachings. 

Born out of the first impulses for human freedom 
stirring on this continent, vital through all the storms 
and vicissitudes of our national life, we who under- 



70 Cte ^tate Winihtv^itv antr tfje J^etu ^outlj 

stand and love her may justly claim that the University 
of North Carolina has been true to her origins and 
faithful to democracy. Not every university has won 
a spiritual character that shines before the faces of 
men. The University of North Carolina has earned 
this fame, and may proudly assert the possession of 
the great qualities necessary to a seminary of higher 
learning, dedicated to the cultivation of the capacities 
of self-government — a democratic atmosphere inform- 
ing and saturating her activities; a reverent loyalty 
for the past but a dauntless and passionate enthusiasm 
for the future; an unsurpassed institutional unselfish- 
ness and a bouyant hope; faith in the essential 
goodness of youth resulting in the creation of an 
iron code of dignity and honor; a patient, austere 
vision of the truth which universities must forever 
seek and must not fail to find. 



THE COLLEGES OF THE STATE 

President William Louis Poteat, of Wake Forest College 

An old lesson has been newly learned — unforget- 
tably learned — since 1914. It was written anew in 
deep-cut, gigantic hieroglyphs across the face of 
Europe from Ostend to Bale. There has been no 
need of the excellent wisdom of a Daniel to read the 
writing and make known the interpretation. Scholar 
and statesman, prophet and historian, financier and 
sociologist, all agree in the translation of these ghastly 
symbols, and this is the writing, — Education is Des- 
tiny. 

The Germany of 1914 with its planetary ambition 
and its intolerable standards was the product of a 



Ef)e Wini\itviitp of ^ortlj Carolina 71 

scheme of education imposed upon a single generation 
of Germans. That experiment in national perversion 
illustrates in tragedy what Treitschke, its patron saint, 
said fifty years before : "There is no ideal which a 
living people choose to put before themselves that 
they have not the power of realizing in history." 
There appear to be no limitations. What emerges 
in history was first in education. The whole world 
knows it now. Even China is preparing for inter- 
national complications in the light of this lesson. Are 
we not reading from the authoritative sources, for 
example, "every boy in every school in China, every 
girl in every school in China, is pledged to" such and 
such a policy? Of course, when these boys and girls 
grow up, such and such a policy will be the policy of 
the nation. Accordingly, education is a people's most 
important business. Agriculture, manufactures, trade, 
transportation, scientific research, politics, are only 
justified by their wholesome relation to education, by 
the contribution which they make to the society of 
the future in providing for the childen of the present. 
Our education is our destiny. 

And so, Mr. President, the colleges of the Com- 
monwealth salute you today. If they bow beneath 
their responsibility, it is but the better to fit themselves 
to its weight. If resources are inadequate, consecra- 
tion is deep and enthusiasm boundless. They welcome 
you as a helper, guide, inspirer. They proclaim anew 
their fellowship with this great institution in building 
the saner, juster society of tomorrow, the humaner,, 
fairer, happier North Carolina. Our joint obligation 
does not end on our State boundaries. Together we must 
labor so to settle in the national mind the spirit o£ 



72 Cfie ^tate Wim\}tv&itv antr tJje Mt^ ^outJ) 

international justice and brotherhood as to make it 
impossible for a handful of obscurantists ever again 
to set our great country in a shameful isolation with 
Mexico against the organized enlightenment and con- 
science of mankind. We shall need to be on guard 
lest institutional loyalty betray us into the practical 
fallacy of regarding our institutions as ends in them- 
selves rather than as apparatus and means for the 
education of all the people. The common task is too 
sacred and too large for jealousies and the rancor 
of competition. Competition? A lady standing on 
the beach quite ready for the surf explained why 
she did not go in by saying, "Another lady is using 
the ocean." 

We salute you, Mr. President. We felicitate you. 
We wish for you a career that is great and high in 
proportion to the breadth of its service. We pledge 
you to the adventure and romance of finding the way 
of light in a foggy time and calling after you the 
strength and hope of young North Carolina. 

"There lies the port ; the vessel puffs her sail : 
There gloom the dark broad seas . . . 
'Tis not too late to seek a newer world. 
Push off !" 



THE PUBLIC SCHOOLS OF NORTH 
CAROLINA 

Eugene C. Brooks, State Superintendent of 
Public Instruction 

The public schools of North Carolina extend to 
you today, Mr. President, their warmest greetings and 
send to you a message of hope and good will. 



tE^t Winibtvsiitv of Movti) Carolina 73 

A prosperous State may abide securely in a great 
educational system, which is as high as the aspirations 
of its people, and as comprehensive as its manifold 
resources. Such a system unified becomes a great 
spiritual temple, having for its base the infant school, 
and its own crown the University. 

Education, therefore, is the State's greatest enter- 
prise. But our people have been advancing toward 
units of co-operation faster than the individual has 
acquired the deeper meaning of the golden rule. This 
is an evidence that the temple is incomplete and 
insufficiently inclusive. 

This commonwealth first fashioned the crown ; a 
half century later, the base ; and for three quarters 
of a century its architects and builders have been 
adjusting the crown to the base and gradually extend- 
ing its dominion, until today we are cheered with a 
hope born of promise that the dream of the fathers 
is about to be fulfilled. 

Wherever the rays from the crown blend with the 
rays from the base, a new light is created that trans- 
forms all within its radius. 

It falls upon the home of the unborn child, drives 
the deadly germs and the dense shadows of ignorance 
and superstition from the mother's bedside and makes 
the child's entrance into the world easier and safer. 
But many thousands of mothers are yet without the 
circle and are unconscious of its presence in the 
world. 

It warms the hearts of little children and the divinity 
within unfolds to embrace the God of love and service 
without and the child is led onward through the world 
and upward toward eternal destiny. But thousands 



74 ^U Matt tHniber gitp anb tije i^eto ^outf) 

of little children today living in darkness have received 
no message of hope and are unable to see this pillar 
of cloud by day, this pillar of fire by night. 

It opens the senses of youth to the miracles of the 
physical world, and to man's marvelous achievements, 
past and present, and unifies all relatives in the spirit 
including the dead and the living who shall live again. 
But thousands of our youth are unconscious of this 
kinship for they are at enmity with their brethren 
and seek to do them harm. 

It touches the mind, thinking, gives reason to the 
brain and endows it with the attributes of the Creator, 
and man is permitted to fashion animate and inanimate 
things over again. But thousands of our workers 
today, contemporaneous with our primitive ancestors, 
are too far removed from the light and rarely exhibit 
the divine gift. 

Wherever this light encircles any part of this com- 
monwealth universal law comes out in bold relief to 
hold a fretful realm in awe, to bind all into one brother- 
hood of service and to give light unto freedom's feet. 
But thousands of our citizens are without the law and 
unacquainted with real freedom. 

However, as the benedictions of the State and 
nation descend upon this institution at this hour we 
move nearer to a perfected state in which the children 
of light may call to those that sit in darkness to look 
up and become acting members of the government. 

We rejoice today, therefore, and in behalf of the 
public schools of this commonwealth I bring you, Mr. 
President, our warmest greetings. We "are all with 
thee, are all with thee." 



Cfie Wini\}tviitv of i^ortfj Carolina 75 

THE ALUMNI 

W. N. Everett, 1886 

Ali Hafez owned his farm ; his crops were large ; 
his herds prospered ; his family increased year by 
year. 

He was happy and contented. 

One day as he watered his camels in the stream 
which flowed hard by his home, he found a stone 
which shone brighter than the others. He carried it 
home and placed it on the chimney board. 

One day a Hindu priest came that way. When they 
had finished the evening meal they gathered around 
the fire. The priest saw the stone and began to talk 
about diamonds, how priceless they were, how mur- 
ders had been committed and dynasties overthrown 
for their possession, how they were found where 
rivers ran between high mountains and over beds of 
sand. Said he, "If you owned a handful of diamonds 
the size of that stone, you could purchase kingdoms 
and set your children upon thrones." Ali was obsessed 
with the desire for great riches. He sold his farm, 
his camels and his herds ; he left his family with his 
friend, and started out in its acquirement. To every 
country of the known world he went, wherever he 
could hear of a river which ran between high moun- 
tains and over beds of sand. He was unsuccessful in 
his search. Many years elapsed. Finally he came to 
the shores of the Bosporus where it pours its ceaseless 
tides between high sea walls. And there, foot sore 
and ragged and broken-hearted, he sought forget ful- 
ness in its friendly waves. It is said that the Mogul 
diamond was found on the farm he had sold. 



76 Wtft B>tatt ^nihtv^itv anb tfje i^etn ^outlb 

In the fall of 1918 after four years of brilliant 
leadership under conditions of peace and war which 
sapped his strength and tried his soul, the news was 
flashed abroad that Edward Kidder Graham was 
dead. Wherever one went about the State the 
question was on every man's lips, "Where shall we 
find another?" Month followed month, and no one 
had found an answer. 

The legislature met in January. Men from all over 
North Carolina were coming up to Raleigh. Every 
man was asking, "From what place shall his successor 
come?" The answer had not been found when the 
Executive Committee met in January and the Acting 
President read his report. After that report was 
published there no longer was any question. The 
mantle of Elijah would rest easily and comfortably 
on Elisha's shoulders. Marvin Hendrix Stacy was 
of the material of which presidents are made ! 

Within the week of a disease contracted in the line 
of duty, while attending the meeting of the committee. 
Dean Stacy was dead. 

These body blows following in quick succession, 
knocked this institution to its knees. Men who felt 
responsibility for its safe conduct were dazed. Its 
friends out in the State were as those who had no 
hope. 

His Excellency sent out a call for the Board of 
Trustees. These men are selected largely from the 
best which the State has to offer. Each of them had 
the reputation of having provided his own calling 
with a purpose and a plan. They met late in January. 
Each man came with a high purpose of service to 
this University, but no man had a plan. 



Cfje Wini\itv9iitv of Movti) Carolina 77 

It was finally decided that the Governor be requested 
to appoint a committee of five whose duty it should 
be to search for suitable material, wherever it might 
be found ; to investigate and report. The committee 
organized by meeting here, at Chapel Hill, and electing 
Dr. Richard H. Lewis as chairman. This University 
has never had a more loyal son nor a more devoted 
friend. It then invited the faculty, one by one, to 
advise and consult with it. As these able men sat 
with the committee, each of them had many valued 
suggestions, many splendid plans and specifications to 
present, but their thought had not focused on a 
name. 

The committee then asked for a conference with 
men from the student body — men who, by their life 
and work on this campus, had won preference and 
honor from their fellows. The chairman said, "Young 
gentlemen, now that you have come from under 
military rule and have again put yourselves in the 
position of any other group of citizens, we are 
delighted to find that the transition has seemed so 
easy and natural, that there is such an atmosphere 
of quiet and good citizenship. How do you account 
for it?" 

Their spokesman said : "The answer is easy : the 
spirit of Dr. Graham is in this place." 

The chairman said, "Gentlemen, we have asked 
you to come in here so that you might tell us whom 
you want for your president." The spokesman said, 
"The students want a man like Dr. Graham. They 
want to feel, as they go out from this place, that they 
have a president as good as the best." 



78 ^f}t B>tatt tHnibergJtp anti tf)t J>eto ^outfi 

The chairman said: "We are all agreed on that 
principle — but what is his name?" 

With a smile half cynical, half sad, the spokesman 
said : "We haven't got down to names : that's your 
job!" "But," the chairman said, "suppose we cannot 
find such a one on this campus?" The student spokes- 
man said, "That would be all right; we don't expect 
you necessarily to confine yourself to this campus." 

The chairman said, "But suppose we cannot find 
such a one in North Carolina or North Carolina 
born?" The spokesman said, "That would be all 
right; we don't expect you to confine yourselves to 
North CaroHna." 

After the valuable suggestions and specifications 
were received from faculty and student body, the 
committee started out on its search. To every country 
they went, where they could hear of deep rivers run- 
ning between high mountains and over beds of sand — 
as far South as Florida, as far North as Maine, as 
far West as Ohio and Kentucky. Stopping fre- 
quently at the Nation's capitol for direction and 
advice : returning frequently to this State to draw 
fresh inspiration from its sacred soil. Much valuable 
material they found, in the State and outside of it. 

I digress here to say that we, as a people, have 
never realized how great this University has become. 
Its greatness was freely and voluntarily admitted by 
the presidents of other universities, by strong members 
of the cabinet, and to at least one member of this 
committee by the General Education Board, so wisely 
had President Graham builded on the foundations 
laid by his predecessors — both those who are living 
and those who are dead. 



tKte ®[nib£r£fitp of ^ortij Carolina 79 

When the labors of the committee had been finished 
and their findings tabulated, the Governor again called 
a meeting of the trustees. 

In an all-day session they tested each specimen with 
the square and compasses for size, with the acid test 
for fineness, and the test of fire for fitness. 

And, lo ! in this place — where deep rivers run 
between high mountains and over beds of sand, the 
stone which had been overlooked by the builders 
was found fittest to be fashioned into the keystone 
of the arch! 

So today with the high officers of Bench and State, 
whom we have delighted to honor, and in the presence 
of these distinguished guests, the sons of your adopted 
State, pulsating with pride in the power of the 
University to reproduce its kind, meet here to give 
that keystone its formal setting. They bid me say 
they have looked upon your work and found it good ; 
that they have no fear they shall ever have occasion 
to revert to the place where you were born ; that 
they will help hold up your hands while you build 
on this arch more mighty temples to the soul of 
North Carolina's sons. That on this arch they will 
set their faith and build their hopes for a greater 
University, not circumscribed by the wall which 
encloses a forty-acre field, but who as she follows 
the star of her hopes shall acknowledge for herself 
no divisions in the church and the state but whose 
duty and whose service shall be alike for all its people 
and co-extensive with its borders. 

Nay more, we have the faith to believe that from 
your vantage point at the top of the arch you may 
catch the larger vision ; that you may stretch forth 



80 t!i:i)c ^tate ^nibersfitp anb tfje J^eto ^outfj 

your hands and touch hands with those of every 
other agency in the building of a greater America 
and in the production of a finer Americanism. 

THE STUDENT BODY 

Edwin Emerson White, 1920 

It would certainly be unwise at this point of the 
program for me to review all of the fine qualities 
by which we know our president. In place of this 
I would suggest what I believe to be one of the 
sincerest hopes of the students as they look ahead 
and see what this new era has in store for them. I 
say our sincerest hope — I mean loyalty — not loyalty 
while we are yet students here, for that is easy, but 
loyalty when college days have become a pleasant 
memory. 

As each class leaves behind its unwritten history 
of four brief years spent here and strips off its caps 
and gowns for the real fight of life, it acknowledges 
the grim situation that never again as a whole class 
will it assemble, but scattered broadcast, individually 
its members will work out their own destinies. Yet 
from the mountains to the sea and even from foreign 
lands ever return the evidences of remembrance, the 
evidences of loyalty to Carolina. 

Why is it that off in some great city, amid costly 
homes and tall, fine buildings, they never fail to ask 
after our own brown mud and brick buildings here? 
When they may see the athletic contests of a nation- 
wide interest, why do they so eagerly inquire after 
each season how we came out with Virginia or North 
Carolina State? With the advantages of concerts and 



tlTfje Winititv^itv of i^ortfj Carolina si 

operas and symphonies, they want to know whether 
the Pickwick is still open and whether the boys throw 
peanuts at each other during the show as they used 
to do. And when they have seen specimens of the 
world's finest scenery, why do they write back that 
the most beautiful sight to them will always be the 
campus in the springtime? 

It is only that spirit of loyalty and unselfish devo- 
tion that seems to have ever characterized this insti- 
tution and to have grown ever stronger as each class 
departs equipped with its teachings and influences 
and steadfast in its ideals. We are jealous of this 
loyalty and as in the past we know that its presence 
and its growth has been the work of successive presi- 
dents, we now recognize this responsibility and are 
confident. 

It is therefore with a feeling of security and joy 
that we offer our greetings to the president today. 
He came to us just after sunset and no one knew 
what the dawn would reveal. We trusted him then 
and well does he deserve our approbation now. The 
students eagerly join the State and other University 
communities in giving you our whole-hearted 
support, wishing you all success, ever proud to claim 
your leadership. 

THE FACULTY 

Dr. Archibald Henderson, Professor of Pure Mathematics 

Today, as this University inaugurates a new presi- 
dent and coincidently commemorates a century and 
a quarter of devoted service to commonwealth and 
republic, it may be pertinent to observe that we have 



82 ^ht ^tate Wini\itt^itv anb tije iSetu ^owtf) 

become in truth a nursery for college presidents. 
Every man who has presided over the destinies of 
this University since its reopening by the beloved and 
lamented Battle in 1875, to give but a single illustration, 
has been elevated to the presidency from the ranks of 
its faculty. Perhaps some measure of the gratification 
of the faculty over the selection of our new executive 
may be attributed to a pardonable pride in the reflec- 
tion that he is one of our own number. The 
university of James K. Polk and Thomas Hart Benton 
welcomes the alumnus of Dartmouth, not only because 
he can claim the alma mater of Daniel Webster and 
Rufus Choate — but in equal measure because the Uni- 
versity of North Carolina, throughout the past decade, 
has inspired him with something of its own ideals as 
well, and exerted its shaping influence in his training 
for the high duties and challenging responsibilities of 
the presidency. 

In that ideal republic of freedom and truth, the 
real university, there is no geography. Conspi- 
cuously in evidence today is the authentic 
nationalism made articulate by this felicitous linking 
of New England and New South, of Massachusetts 
and this once Old, this New North State. In the 
language of a native genius, the witty O. Henry, we 
truly celebrate a reunited country: "No North; little 
South; not much East; and no West to speak of." 

The presidency of the University of North Carolina 
is a post of vast responsibility. In the variety and 
complexity of its tasks, the delicacy of its functions, 
the power and scope of its influence, no other post 
in the gift of our people, I dare say, can transcend 
it. To you, sir, in whom North Carolina reposes the 



^ije ^nibersfitp of i^ortf) Carolina 83 

highest confidence by choosing you as the head of 
its most cherished institution, I bring the assurance 
from the faculty of cordial co-operation and — may 
I add — of personal attachment. By the seriousness 
of your approach to the fundamental university 
problems of course and content; by the unobtrusive 
excellence of your judgments and the continuing 
efficiency of your counsels ; by the liberality of your 
vievi^s, the breadth of your scholarship, and the catho- 
licity of your interests — you have won the thorough- 
going confidence of your colleagues. 

In this era of reconstruction — social, indus- 
trial, educational — with its stern challenge to 
our highest and best efforts, you enter upon your 
great task under singularly happy auspices. Never 
in the University's history has the air been so serene 
or the sky so promising. We all rejoice in the con- 
sciousness that the University of North Carolina has 
no enemies. In North Carolina we have virtually 
obliterated the old sectionalism of passion and distrust ; 
but we still retain that devotion to locality which 
seeks, through all worthy instruments, to develop 
one's own section to the highest pitch of national 
potency. 

As a native of North Carolina, which Nicholas 
Murray Butler has aptly termed the most American 
of the sisterhood of States; as an alumnus of this 
University, which I venture to denominate the most 
democratic of American State universities, I volunteer 
on behalf of my colleagues the confident hope and 
belief that your administration will amply fulfil the 
auspicious promise of its beginning, and carry us 
triumphantly forward into the new era of educational 



84 ^fie ^tate Wini\itt^itv anli tije ^eiu ^outfj 

reconstruction, robust Americanism, and expanding 
democracy. 

BENEDICTION 

Bishop Joseph Blount Cheshire, of the Diocese 

OF North Carolina 

The Blessing of God Almighty, the Father, the Son, 
and the Holy Ghost, be with us always. Amen. 



^ije Winiiittsiitv of i^ortf) Carolina 85 

INAUGURAL DINNER 

After the formal inaugural exercises in Memorial 
Hall had been concluded the audience stood while 
the academic procession passed out. Delegates and 
visitors then gathered at Swain Hall where they were 
entertained at the inaugural dinner by the Univer- 
sity. 

The dinner began at 6:30. Swain Hall had been 
especially decorated with evergreens and flowers and 
an orchestra played during the evening. Covers were 
laid for six hundred persons who filled the huge 
sweep of the dining hall. The U-shaped table at 
which the speakers sat was in the center of the 
building and the other tables were banked, row on 
row, on either side. A particularly pleasing feature 
was the presence of many ladies at the dinner. 

Secretary of the Navy, Josephus Daniels, the 
toastmaster of the evening, sat at the center of the 
speakers' table, at which were also President and 
Mrs. Chase, Governor Bickett, President Lowell, 
President and Mrs. Hibben, Dr. Mann, Judge and 
Mrs. Winston, Chief Justice Walter Clark, President 
Poteat, Bishop Cheshire, Superintendent Brooks, Dr. 
Ivey F. Lewis, Dr. Henderson and Mrs. Henderson, 
Dr. and Mrs. Venable, W. N. Everett, Senator Moses, 
President Henry Louis Smith, President Lovett, Pro- 
fessor Young, President McVea, Dean Latane, Pro- 
fessor Bassett, President Sikes, Professor Pegram, 
and President Pell. 

Secretary Daniels welcomed the guests on behalf 
of the University, and set the key-note of the evening 
in a particularly happy talk. He introduced the other 



speakers who delighted the audience with the warmth 
and cordiality of their greetings and with the solid 
worth of their talks. The dinner was concluded at 
9:30 P.M. 

HON. JOSEPHUS DANIELS^ SECRETARY OF THE NAVY 

Mr. Daniels was toastmaster at the dinner, presid- 
ing with ease and grace and introducing the speakers 
with a delightful air of charm and informality that 
went far toward bringing all the diners close together 
in the spirit of the occasion. 

He himself, beginning the talks toward the close of 
the dinner, brought the crowd to its feet by proposing 
a toast to "that distinguished educator, the incompar- 
able citizen, that noble leader, the greatest man in 
the world today, Woodrow Wilson." The orchestra 
burst into "The Star-Spangled Banner" and the diners 
stood in silence and then drank the toast to the presi- 
dent. 

Turning then to President Chase, Mr. Daniels said, 
"It is my privilege and my pleasure to bring to you, 
sir, the personal greetings and good wishes of Presi- 
dent Wilson. It is my privilege also to extend to 
you my own congratulations, greetings, and best 
wishes on the assumption of your new duties. I 
myself am a university president, the president of the 
largest university in the world, the university of the 
United States Navy, in which we have more than 
100,000 students — and as one president to another, 
I salute you." 

Describing then what he called the "North Carolina 
aristocracy of intelligence and character," Mr. Daniels 
outlined the work of various other presidents of 



^ije Wini\)tv9iitp of i^ortfj Carolina 87 

the University and their influence upon the hfe of 
the state, conckiding with a tribute to President 
Chase: "Today we have invested a new president 
with all the rights, privileges, and hereditaments of 
the office and have given him an honorable place 
in succession to that list of illustrious men who as 
leaders of this institution have sent the light of 
education streaming from Chapel Hill into the far 
corner of the state. As I heard his address this 
afternoon I thought of what Henry Ward Beecher 
said after first hearing Grover Cleveland : 'We have 
not been mistaken in our man ;' and I say to you, 
ladies and gentlemen, that this day we have not been 
mistaken in the man whom we have elevated to the 
highest position of honor, trust, and responsibility 
in North Carolina." 

Mr. Daniels traced the work and influence of 
University men in the various wars of the United 
States. "It has been said that the golden years of 
the University were the twenty years from 1840 to 
1860, and the world knows that in those years giants 
grew on this campus. Yet those were placid, peaceful 
and prosperous times ; and I say that the outstanding 
years of the University were the blood-stained years 
of '61 to '65 and of '17 and '18." 

Calling upon the new president and the faculty to 
recognize the perils of peace no less than the perils 
of war and to retain the spirit of unity and zeal 
which had animated the country in war times, Mr. 
Daniels said: "It has been one hundred years since 
Belgium was invaded by Germany in 1914 — by everv 
count except the calendar. We shall never go bad: 



88 Cfje ^tate ®[nitier«it|> anb tfie i^eto ^outfi 

to pre-war times. We shall never have again in this 
country either cheap labor or cheap products. Men 
who labor and toil will demand and will get a living 
wage and more than a living wage. 

"That unrest and dissatisfaction of which we hear 
so much today are largely creatures of the imagina- 
tion and of the newspaper headlines. Tomorrow 
morning millions of men will go to their work 
joyfully in this country, will labor all day with 
zeal and interest, and will come home in the evening 
to their families, happy, contented, and peaceful. 
Yet when 2,000 men go on strike, we become alarmed 
and aroused and think the country is approaching 
ruin. That time will never come. The man who 
bets on the United States will always win. In this 
country there is no room for the pessimist or the 
Bolshevist. Dissatisfaction there is of course, a 
strong, healthy dissatisfaction, but a dissatisfaction 
that searches for better things, that wants and demands 
and will get better things ! 

"There is nothing wrong with that kind of dis- 
satisfaction. It is the source of all progress. Woe 
to this land when we become a satisfied people. 
Unrest is present only because men have looked 
through open doors and seen things they never saw 
before. In North Carolina we face an era of great 
prosperity, more than we have ever known before, 
and I rejoice because it affords us more chance, more 
hope for education. I hope this University will con- 
tinue to send out men who are vitally interested in 
the life and welfare of the poor people of the state, 
who dedicate themselves to the service of the entire 
population of the commonwealth." 



tKfje Winibtriitp of ^ortfj Carolina 89 

After concluding his remarks, Mr. Daniels said : 
"The wisest man I have known in my whole life 
is Dr. George Tayloe Winston, a former president 
of this University. Unable to be present today he 
has sent to us from New York this letter, which I 
have the privilege of reading: 

LETTER FROM EX-PRESIDENT GEORGE TAYLOE WINSTON 

"I heartily congratulate the University and the 
people of North Carolina on the inauguration of 
President Chase. 

"This event assures the continued growth and power 
of the University as an institution devoted to the 
service of the state ; a service performed in the 
training and inspiration of her gifted youth, not only 
to be seekers for truth, but also as guides and leaders 
of the people in all lines of social reform and evolu- 
tion. 

"May the great work of the University go on, 
undiminished, forever, — ^to the end that the Old North 
State may become a realization of the ideal republic, 
in which every child is born to unlimited oppor- 
tunities of education and development, and every 
citizen finds happiness, freedom and wisdom for self 
in promoting happiness, freedom and wisdom for all. 
"(Signed) George Tayloe Winston.'" 

SENATOR GEORGE H. MOSES, OF NEW HAMPSHIRE 

Senator George H. Moses, of New Hampshire, a 
graduate of Dartmouth College, where President 
Chase himself spent his undergraduate days, brought 
to the new president the greetings of their common 

alma mater. 



As the first speaker introduced by Secretary Daniels, 
Senator Moses set the key-note for the entire evening 
in his opening remarks, which delighted his hearers 
with their warmth and felicity. In bright and enter- 
taining fashion, with ease and grace, he told President 
Chase and his audience how he had enjoyed seeing 
a son of Dartmouth elevated to the presidency of 
the University of North CaroHna. 

"There has, however, been one omission," he con- 
tinued, "which has been a source of profound regret 
to me. I wondered before I came" — turning to 
Governor Bickett — "if perhaps the governor of 
North Carolina could or would say to the Senator 
from New Hampshire those classic words with 
which he once addressed the governor of the neigh- 
boring state." 

Senator Moses referred to the University as having 
become widely known for its work. "To me it is 
especially dear," he said, "because I have had the 
privilege of associating this institution and this state 
with one of the most cordial and hospitable expe- 
riences in my whole life, an experience that has made 
me especially glad to be here, that has made me 
feel, not a total stranger, but one who knew this 
place and the spirit which abounded here. 

"When as newly-appointed minister to Greece I 
reached Athens, I found that my predecessor was 
that distinguished scholar, lovable gentleman, and 
finest type of American diplomat, the late Eben Alex- 
ander, for many years professor in this University 
and for four years American minister to Greece. 
From him I received such kindnesses and courtesy, 
from him I came to know such charm and distinc- 



tKi)^ ^nibersfitp of iSortfj Carolina 91 

tiveness of personality that the relations between us, 
delightful always, have been an added tie to this 
institution and this state." 

Referring to a possible rivalry between Dartmouth 
and the University, Senator Moses said: 

"I am grateful for the free American spirit of 
enterprise which makes such competition possible ; I 
am grateful for the opportunities yet remaining in 
this country which make room for North Carolina 
and for New Hampshire ; I am grateful for this 
University and for Dartmouth ; and most of all I 
am grateful for the utmost which any and all of the 
sons of North Carolina and of New Hampshire, of 
this University and Dartmouth may have in mind to 
seek to accomplish. For it will be a sad day for 
America when any man anywhere within her borders 
may find himself barred from attempting to make the 
most of his talents and of his opportunities no matter 
how the one may develop nor how the other may 
present themselves. 

"I have sometimes thought that day to be approach- 
ing. I have wondered if it were not foreshadowed 
in many efforts to supplant individual enterprise and 
initiative by the withering hand of government con- 
trol, the beneficence of which has been so loudly 
thundered in the index only to find faint echo in the 
body of the work itself. But happily we may speak 
with more confidence now. A few years of experience 
have overthrown a half century of theory; and I am 
confident that we are entering once more upon an 
era wherein the free play of individual power is again 
to assert itself with consequent advantage to the nation. 



92 ^tie ^tate Winiiytvaitp anh tf)e i^eto ^outfi 

There have just returned to us two million brave 
youth from overseas and with them two million others 
have come back to the works of peace after months 
of discipline in the training camps. These lads bring 
with them the spirit of adventure ; many of them have 
acquired the habit of command, and all possess that 
reserve of power which experience in arms alone can 
develop. It would have been a thousand pities had 
they doffed the khaki only to find that their 
government had used their absence only to make 
itself their competitor and that it had shut the 
gates upon these wide avenues of enterprise into which 
their fathers streamed, a half century ago, when both 
the blue and the butternut went out into the un- 
developed west and brought forth those magnificent 
commonwealths beyond the Mississippi which have 
become at once the admiration and despair of all the 
world. 

"Happily, I say, no such situation now confronts 
us. The reactions from the war promise to restore 
us to our old-time conditions — ^tempered only by the 
inevitable changes which slow-moving and helpful 
evolution will produce. We have had recent proof 
of this in the public temper as shown toward the 
steel strike and the later and more impudent strike 
of the so-called outlaw railroad unions, in the prompt 
and contemptuous rejection of the Plumb plan, and 
better yet in the stern and unmistakable attitude of 
repression which we are establishing toward bolshe- 
vism and all its works. And in this connection, ladies 
and gentlemen, I am sure it is permissible to say 
here, most fittingly of all places, that from North 
Carolina came one of the two members of the United 



^fje ®nitjers(itp of ^rtfj Carolina 93 

States Senate who first saw and comprehended the 
meaning of the red menace to America and who first 
took steps to combat it. 

I confess to a constant and bounding optimism for 
my country, and I find my optimism increased when- 
ever I come into a community Hke this where eager 
youth throng for training in the truth which makes 
men free. The most striking of the reactions of the 
war, unique indeed in our national experiences, has 
been the avidity with which the boys of the land have 
turned back to their books, back from the listening 
post to the lecture room, back from the trenches to 
the benches — and I cannot but believe that the disci- 
pline which they bring back from the camps to the 
colleges will find a mighty fruition in the added 
benefit they will secure from their renewed studies. 
This, of course, only adds to the demands, the duties 
and the difficulties which the colleges must confront — 
and that they will meet them none can doubt. Liberal 
appropriations and generous bequests will provide the 
means for wise leadership such as that in whose 
honor we have met today ; and this University and 
other institutions like it in spirit and in traditions 
will continue to hold us as a nation in the safe course 
of liberty under the law and to safeguard for us in 
all time that freedom which our fathers won and 
which we have seen and shall continue to see 'broaden 
slowly down from precedent to precedent'." 

PROFESSOR MARY VANCE YOUNG, OF MOUNT 
HOLYOKE COLLEGE 

As the representative of Mount Hoi yoke College 
and the personal representative of President Mary 



94 Cl)e ^tate ^nibersiitp antr tfje jEetti ^outfj 

E. Woolley, Professor Mary Vance Young brought 
to President Chase the congratulations and best 
wishes of Mount Holyoke, assuring her hearers at 
the same time of the pleasure she received from 
coming to a state where she could say boldly that 
she had been "raised" in the South ("A word I am 
not allowed to use in Massachusetts, Mr. Toast- 
master; they would not understand it"). 

Professor Young was impressed with the age of 
the southern institutions represented at the inaugura- 
tion and thought that chronologically Mount Holyoke 
was about a niece of the University. "I have been 
greatly interested," she continued, "to learn of the 
notable steps which this University has taken in what 
we call Americanization, and I congratulate you 
whole-heartedly on your work, not only in this state, 
which is primarily your working ground, but through- 
out the country. It is a subject which we have 
been thinking a great deal about at Mount Holyoke 
because it is certainly a work which can and should 
be done largely by women ; and I hope we can learn 
from you how it should be done. The colleges and 
universities of the country must work together on 
this problem as on every problem. For if the educa- 
tional institutions of the country do stand together 
they may produce that unity of spirit which is the 
only hope of definite progress." 

PRESIDENT HENRY LOUIS SMITH, OF WASHINGTON 
AND LEE UNIVERSITY 

President Henry Louis Smith, of Washington and 
Lee University, identifying himself first as a native 
Tar Heel who always felt at home in the Tar 



^f)t Wini\itxiitv of i^orti) Carolina 95 

Heel state, brought congratulations to President 
Chase and greetings and best wishes from "one 
institution to another, both 100 per cent. American." 

"I congratulate you, President Chase, on the oppor- 
tunities which are now placed before you — and I 
sympathize with you on the demands which will 
certainly be made of you. The public, sir, as you 
have doubtless found out, makes demands on a 
college president that are almost impossible to fulfill. 
You are expected to be a scholar and an investigator 
with a passion for the exact truth ; an executive 
with a sure but diplomatic touch with all departments 
of your institution ; and, by the alumni and the public 
generally, you are expected to be the most eloquent, 
smoothest, most persuasive speaker, salesman and 
general boomer of your institution that was ever 
seen on this globe. You must be an elder brother, 
a jolly good fellow, a saintly leader, a stern director, 
and a zealous student. In the morning you must 
be with your trustees an astute financier able to 
make one dollar do the work of four ; and in the 
evening you must be a witty, and attractive after- 
dinner speaker, and if you fail in either respect 
there will be a world of trouble for you. You must 
be orator, debater, man of science, court, judge, and 
jury, and executor all rolled into one. It is no 
wonder, sir, that the Carnegie Foundation has found 
that all college professors live forever, but all college 
presidents are headed irrevocably toward the lunatic 
asylums. 

Yet, sir, I congratulate you with all my heart on 
the fact that you are assuming the leadership in the 
midst of a period when the world is rocked by a 



96 TOc ^tate Winihtv^itp anb tlje ^eto ^outfj 

spirit of restlessness, a seething spirit of revolt that 
is shaking all men and all institutions. There is a 
clarion call to all such institutions such as this to 
sit steady and to teach others to sit steady in this 
sea of luxury, shallow frivolity, restlessness, narrow 
partisanship, and indifference to the agony of the 
world that threaten to engulf us. I pray that you, 
sir, and others in position of leadership, may show 
us the way back to that universal spirit of sacrifice and 
unity of purpose that only two short years ago stirred 
America to her heart. If I were not an optimist, 
I should have to hang my head in shame at the 
sights we have witnessed in this country, but I hold 
fast to all that I have believed and I have faith in 
this country enough to know that the manifestations 
we have seen are but froth upon the surface which 
must and will pass. We can and we will be the 
nation we were two years ago. The old spirit of 
America, brave, generous, chivalrous, will once more 
know her own." 

PRESIDENT EDGAR ODELL LOVETT, OF RICE INSTITUTE 

From the Lone Star state came greetings and warm 
words of friendship from President Lovett, of Rice 
Institute — "from Lone Star to Tar Heel," as he 
himself phrased it. 

"There is a definite spiritual relation between the 
oldest state university in the country and one of the 
youngest of all the institutions," he said, "and it finds 
its foundations in the lives of two young New Eng- 
landers who came south to give all they had to the 
upbuilding of their respective commonwealths." 



Ciie Wini\itxsiitv of ^ttf) Carolina 97 

He told the story of William Marsh Rice, a New Eng- 
lander who came to Texas, gave his life to that state, 
made his fortune there, and, dying left it for the 
foundation of Rice Institute. "So your President 
Chase, another New Englander, young and fired with 
the desire to serve his adopted state, is giving his 
life to this institution. 

"I congratulate President Chase that he comes to 
this position of leadership with the equipment of 
scholarship. I have been much interested in the 
extension work of this and other institutions, but in 
the last analysis the clearest, most insistent, most 
urgent need for all southern institutions from Virginia 
to Texas, is scholarship. The end of education still 
remains the discovery, discipline, and development of 
natural ability. It is a significant fact that in the 
world's contributions to scholarship the United States 
has always lagged behind other nations, and, further, 
that in the United States' contributions to scholarship 
the South has lagged behind the remainder of the 
country. Check over the list of members in learned 
organizations, the leaders in arts, science, scholarly 
work of all kinds, and it will be seen immediately 
that we of the South are in arrears in achievement 
in science and humanism. We cannot plead youth 
and rawness ; we have age, we have vigor. But where 
are the philosophers, the historians, the painters, poets, 
artists, musicians, engineers, university-trained leaders 
of all kinds that should have come forth from our 
southern universities? It is a thought to give pause 
to you, sir, as you begin your career as president; 
it is a thought to touch all leaders of southern colleges 
and universities to stir them and inspire them to keener 
and more persistent efforts to successful leadership." 



98 Cfie ^tate Wini^tvsiit^ anb tfje Mtta ^outli 



PRESIDENT EMILIE MCVEA, OF SWEET BRIAR COLLEGE 

"From the youngest woman's college in the south 
an adopted daughter of this University brings to 
President Chase and an institution she loves the 
heartiest greetings and good will." The words came 
from President Emilie McVea, of Sweet Briar Col- 
lege, one of the two women on the list of speakers. 

After speaking of the new impulses in the country's 
feeling toward education for women. President 
McVea said : "I am glad to bring an especial word 
of greeting to that small band of women who are 
studying at this institution, the beginning, I hope, of 
a never-ending stream which shall pour itself from 
all the borders of this state to this institution 
because I see in this small group now here the nucleus 
of those who shall enjoy greater opportunities for 
the women of the South. There is no other place 
in North Carolina where women can turn for graduate 
work, and it is a fine and encouraging sign that the 
doors of this University are open to those women 
who are burning with zeal for higher educational 
opportunities. 

"From Sweet Briar, only 14 years old, to the 
University of North Carolina, 125 years old, is a 
long way in educational terms. Yet in our small 
way we, and all the women's colleges of the South, 
are working to lift and uphold the standards of 
education. No group of institutions has a higher or 
more insistent call ; none has greater opportunities. 
The war has tried and proved the worth of women and 
women's colleges, and the opportunities of peace find 
us fighting desperately to do the work that we know 



tE^te ^nibersiitp of ^ortf) Carolina 99 

ought to be done and that, with our Hmited facilities, 
we are going to do. 

"One danger I foresee, and this one danger we 
are fighting against — that we produce leaders of 
affairs only and not leaders of thought." 

PRESIDENT ROBERT P. PELL, OF CONVERSE COLLEGE 

Bringing the greeting of Converse College, Presi- 
dent Pell, an alumnus of the University, referred to 
his alma mater as being particularly the "steward of 
truth and character." 

"This University has a right to produce leaders of 
women's colleges. As a boy here and as a grown 
man it was my privilege to visit and know that 
remarkable woman, a daughter of this University, 
Mrs. Cornelia Phillips Spencer, and to learn through 
association with her the spirit of true educational love 
and loyalty. I felt that, following her spirit, I was 
following worthy lead in the education of women. 
Three things I recall especially as contributions of 
this University in my day: first, high regard for the 
classical studies, Greek and Latin; second, a clear 
conception of the true spirit of democracy; third, 
devotion (largely inspired by President Battle) to the 
spirit of service." 

Referring to the new school of public welfare. 
President Pell said : "You have launched here a 
special school to meet the perils of peace, and I say 
to you, sir, that in the steps this institution has taken 
in the field of social science it has a splendid oppor- 
tunity to lead the whole country. It is a broad field 
and we expect you to make original contributions to. 
the science of social engineering. You are the pioneer 



100 tlTfje ^tate Wini\)txsiitv anb tfje ileto ^outfi 

and other institutions of the South and of the entire 
country are going to look to you for guidance. I 
hope you will find strength to continue this work and 
to show all of us what can be done in public service 
to our communities." 

DEAN JOHN HOLLADAY LATANE, OF JOHNS 
HOPKINS UNIVERSITY 

Dean Latane brought the congratulations and greet- 
ings of Johns Hopkins University to President Chase 
and the University. "As a Hopkins man I cannot 
but feel at home here, for on every side I see Hopkins 
men and I know that your faculty has always had 
a large number of Hopkins men in it. North Carolina 
is one of three states mentioned in the will of Johns 
Hopkins as states from which he wished the univer- 
sity which bears his name to draw students, and there 
has been always provision for scholarships for ten 
North Carolinians each year. These, I believe, are 
always filled. It has been a distinct pleasure to be 
here on this occasion and I wish for the new leader 
and the University all good fortune." 

PROFESSOR JOHN SPENCER BASSETT, OF SMITH COLLEGE 

In bringing to President Chase the congratulations 
of Smith College Professor Bassett said that in his 
experience in New England the most frequent utter- 
ance he heard about North Carolina was in relation 
to the remark which a governor of North Carolina 
was supposed to have made to a governor of South 
Carolina. "I wish that New Englanders knew more 
.about the spirit of North Carolina, which is essen- 
tially the spirit of progress," he said. 



^fje ?Hnitier£fitj> of ^ortf) Carolina loi 

"When educated men and women come together," 
continued Professor Bassett, "I believe that some 
words of wisdom should be said in the midst of the 
many joyful words of congratulations, greeting, and 
good will which we feel here tonight and which we 
have said to the new president. I am going to attempt 
a word of wisdom and I hope you will think about it. 

"We, the American people, ought to be more toler- 
ant of our rulers. We ought to have more kindness, 
more humanity, for our presidents. It is a matter 
of history that, with only one exception, no president 
of the United States has served two terms without 
receiving from the American people a volume of 
abuse, contumely, distrust, almost hatred, strong 
enough to knock most men off their feet. It was 
true of Washington, of Jefferson, of Madison (it 
was not true of Monroe), of Jackson, of Grant, of 
Cleveland, of Roosevelt. 

"This is not right. We take too much out of the 
man whom we put at the head of our affairs, to 
whom we entrust the destiny of our country. Walter 
Page, that distinguished North Carolinian, told me 
that Theodore Roosevelt told him that if the people 
of the United States knew all that he knew about 
the presidency, of the difficulties attached to the office, 
of how misunderstood and misjudged presidents are, 
of how much they have to sacrifice to gain so little 
of all they are trying to do, no man would want the 
position. 

"Why should men be uniformly courteous and kind 
in their personal relations and hard and bitter and 
mean in their political relations ? It is a thought which 



102 Wbt ^tate ^niberjsitp anti tfjc Mtia ^outfj 

I wish to leave with this group because I believe that 
the American people should know more and think 
more about it. 

"This final word, President Chase — in your new 
relations in North Carolina I can wish nothing higher 
for you than that you as a New Englander may 
receive from North Carolinians — and I am sure you 
will receive them — ^that kindness, sympathy, and hos- 
pitality which I as a North Carolinian have received 
from New Englanders." 

DEAN GEORGE B. PEGRAM, OF COLUMBIA UNIVERSITY 

"It is a pleasure," said Dean Pegram, "to bring 
to the University of North Carolina and to President 
Chase the greetings of Columbia College, of Barnard 
College, of Teachers College, of all Columbia Uni- 
versity. 

"You, sir, represent a university growing up in 
the midst of rural conditions, serving a largely rural 
population in a southern state. We are an urban 
university, situated in the midst of one of the largest 
cities of the world, serving a distinctly urban com- 
munity. Our problems are different; yet each has 
his own problems, distinct, important, urgent; and 
each is devoting all of the resources available toward 
the solution of those problems. 

"It is part of the complex life of this nation that 
there should be two universities facing such totally 
different conditions, both bound together by the com- 
mon bonds of educational principles, but both called 
upon to translate those common educational principles 
into such different terms of practical service. We 
are alike; yet we are totally different. And I con- 



Cfje ?Hnitjers!itp of ^ortfj Carolina 103 

gratulate you, sir, that you have been able, with such 
distinction, to grasp firmly the ends of all university 
leadership and to relate your university so closely 
with the daily life of the people of the commonwealth 
you are called upon to serve. I can wish no finer 
thing for you than that you should continue this 
work which you have thus far so nobly b6gun." 

PRESIDENT ENOCK WALTER SIKES, OF COKER COLLEGE 

As the representative of Coker College, President 
Sikes, expressing his pleasure at being again in North 
Carolina, brought good wishes to President Chase. 
"My institution at one and the same time represents 
the spirit of the Old South and the spirit of the New 
South," he said. "It was founded by a man who 
gave all that he had to the cause of the Confederacy, 
even to part of his life-blood, who came back from 
the conflict, broken in body, broken in fortune, broken 
in everything except his indomitable spirit. Upon the 
wrecks of his own home and of his own native land, 
he started afresh to work out his destiny. Crippled 
and penniless, he worked with such zeal, intelligence, 
and uprightness of character that in the course of 
time he accumulated a fortune. 

"He might have done many things with that for- 
tune. He certainly might have waited until his own 
death to do an)rthing. But he had the courage and 
the foresight to see around him the crying call for 
leadership in the education of women in the South, 
and he resolved to pour his fortune into that great 
cause. He who had studied investments all of his 
life, who had proved time and time again that he 
knew the worth of investments, who never put his 



104 tKfje ^tate ^nibersiitp antr tfie i^ebj ^outlb 

money where it did not bring back many-fold returns, 
now began the investment of his fortune in the edu- 
cation of southern womanhood. I do not need to 
tell this audience of the importance, of the value of 
that investment, nor is it necessary for me to say that 
surely there will be greater returns from this invest- 
ment than from any other which Mr. Coker ever 
made in his long career of investments. There can 
be no greater field for service than the young women 
of the South, and it is a fine thing that there are 
leaders among our citizens who realize that fact and 
are willing and do pour themselves and their fortunes 
into such a service." 



INAUGURAL RECEPTION 

From 9:30 until 10:30 in the evening the guests 
of the University were entertained at a reception in 
Bynum Gymnasium. 



wmmmmmm 



LIBRARY OF CONGRESS 



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